still to be written

Children’s interactive e-books are novel literacy tools with interactive and multi-modal representations of story contents and increased customizable features. The learning opportunities represented by these new affordances demand a thorough consideration of children’s engagement, including the contextual and socio-cultural factors which influ-ence the books ’ deployment in home and classroom settings. Currently, there is inconclusive evidence about how the affordances of interactive e-books support children’s learning, with studies mostly limited to comparison studies with non-digital books and observational studies of children’s immediate engagement. In both lines of research, the content of the stories, the overall context of interaction and the background of the interactants are neglected. This article makes rec-ommendations for future research and highlights the value of iPads as a new medium enriching children’s experiences but also challenging traditional research assumptions. CHILDREN’S iPad BOOKS: AFFORDANCES AND DISTINCTIV