Enhancing Elementary Students’ Literacy Engagement through a Web-Based Digital Literature Platform: A Mixed-Methods Study and Instructional Framework
Keywords:
literacy engagement, multimodal literacy, digital literature platform, web, instructional frameworkAbstract
Despite increasing integration of digital and multimodal texts, empirical research at the elementary level remains limited regarding how pedagogically designed platforms enhance literacy engagement. To address this gap, this study examined the effectiveness of a web-based digital literature platform in fostering elementary students’ literacy engagement through pedagogically mediated instruction. An explanatory sequential mixed-methods design was employed involving 30 elementary students who participated in an eight-week instructional intervention. Quantitative data were collected using pre- and post-tests measuring cognitive, affective, and behavioral engagement, as well as students’ abilities to identify key information, analyze intrinsic literary elements, and interpret moral and social meanings in visual and audiovisual texts. Qualitative data from classroom observations, focus group discussions, and teacher interviews were used to elaborate on the quantitative findings. Results showed statistically significant improvements in literacy engagement and multimodal literary literacy (M_pre = 64.33; M_post = 91.67; p < .001; Cohen’s d = 1.690). Qualitative evidence indicated that guided multimodal scaffolding, analytical prompts, and reflective activities supported students’ progression from surface-level viewing to evidence-based interpretation. Based on integrated findings, the study proposes a four-phase instructional framework comprising Engagement, Analysis, Interpretation, and Reflection, offering transferable principles for elementary digital literacy instruction.
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