Choosing high quality digital stories in the context of shared reading

In making the transition from conventional print stories to modern digital stories we face a new challenge both in the selection and in the shared reading of digital stories, but also in making use of their design and presentation features such as hot spots, interactivity and filmic effects. The purpose of this study is, through examples of shared reading of digital stories with preschool children and the evaluations of those examples, to present criteria for selecting "considerate" digital stories in the context of shared reading, and to describe how teachers can act as "scaffolding" for their students, by supporting them to construct meaning through linguistic interactions in ways similar to conventional shared reading of print stories.