ENC 3241 — Writing for Technical Professionals
For this assignment, I was tasked with developing a formal research proposal suitable for submission to the UCF Office of Undergraduate Research (OUR) Student Research Grant. While the structure and required components were provided, the research topic, methodology, and project scope were entirely self-directed.
The proposal needed to outline a feasible project that could be completed during the Summer 2024 term (May–August) and operate within a maximum budget of $1,500. This assignment emphasized audience awareness, project feasibility, technical clarity, and the ability to communicate complex ideas through a professional, grant-style document.
Digital Literature and Reader Engagement in the 21st Century: E-books and Audiobooks and Their Impact on Reader Engagement.
Katherine Earley, Writing & Rhetoric; Professor Matthew Bryan, Department of Writing & Rhetoric
Project Objectives
This project investigates how digital literature—including e-books, audiobooks, and web-based reading platforms—shapes reader engagement, literacy development, and genre consumption among individuals ages 15–25. As digital formats continue to evolve, they increasingly influence how readers access texts, interact with narratives, and develop reading habits. This study aims to assess whether digital literature enhances or diminishes engagement and to what extent it impacts literacy rates and reading comprehension within the target demographic.
The project will explore the following research questions:
- How do engagement levels and literacy outcomes differ between readers of traditional print literature and those who primarily consume digital formats?
- In what ways does the medium (print vs. digital) influence comprehension, retention, and overall literacy development?
- Do interactive features—such as hyperlinks, multimedia components, enhanced audiobooks, or immersive graphic audio—heighten reader engagement or improve narrative understanding?
- How accessible are digital reading platforms for students in low-income communities, and what barriers may limit their use?
Background
In the 21st century, digital media has transformed the way literature is created, consumed, and experienced. Formats such as e-books, audiobooks, web novels, and digital textbooks have introduced new modes of interaction that differ significantly from traditional print reading. These formats offer expanded access, multimodal engagement, and flexible reading environments, all of which have contributed to a growing shift in how readers—especially younger readers—encounter and participate in literary content.
This research project aims to explore the impacts of digital literature and its effect on reader engagement and literacy rates. The research would explore the different formats of literature and the level of engagement in a targeted age group. With in-depth knowledge of the engagement level for the targeted age group, it could help determine if digital media could help raise engagement levels and determine if the increased engagement levels also increase the literacy rate. Another aspect of the research would be to determine if the literacy rate with digital media is affected by the diversity and location of its users, and which genres of literature are selected for consumption.
With that in mind, this research project can help parents, educators, and publishers to determine the best methods of presenting information to students. This will provide data on which forms of digital media had the best reader response and can possibly help create better reader engagement and increase literacy rates for students in the future.
Research Methods
This study will use a mixed-methods approach combining survey data and standardized literacy assessments. Participants will be recruited from the target demographic (ages 15–25) using digital outreach, school partnerships, and community organizations. All participants will complete an initial survey designed to gather information on:
- Income level
- Preferred method of reading (print, digital, or mixed)
- Frequency and context of reading (academic, recreational, or both)
- Access to digital devices and internet connectivity
Based on survey results, participants will be organized into groups according to both income level (low-income, middle-income, and high-income) and primary reading method (print-only, digital-only, or mixed). This creates a structured comparison across socioeconomic and reading-practice variables.
All participants will complete the same standardized literacy assessment. Testing will occur at multiple community sites—one per income bracket—to reduce transportation barriers and ensure equitable participation. The sample will be capped at approximately 120 participants total (20 per subgroup), aligning with the budgetary constraints of the proposed research grant.
Project Timeline
The study is designed to be completed within the Summer 2024 term and will follow this schedule:
- Weeks 1–3: Participant recruitment and distribution of preliminary surveys
- Weeks 4–6: Administration of literacy assessments at each income-level site (one week per location)
- Weeks 7–8: Compilation, analysis, and comparison of survey and assessment data
- Weeks 9–10: Preparation of findings for dissemination through white papers tailored to:
- Local and state education boards
- School administrators and teachers
- Community outreach and literacy organizations
This phased timeline ensures adequate recruitment, testing, and data analysis within the available budget and semester window.
Expected Outcome
The outcome of this project will be a series of white papers designed for use by educational institutions, school boards, curriculum committees, teaching professionals, and community outreach organizations. These white papers will present the study’s findings through clear data visualizations—such as charts, graphs, and infographics—that illustrate which delivery methods (print, e-books, audiobooks, or mixed-format approaches) most effectively support literacy development and reader engagement.
The goal of this work is to provide actionable guidance for outreach programs and educational stakeholders seeking to understand the specific needs of their communities. By identifying which formats produce higher literacy outcomes and stronger engagement among students ages 15–25, these white papers can help educators and program coordinators implement more effective reading initiatives and improve student access to meaningful literary experiences.
On a professional level, this research will serve as a valuable foundation for my future work as a writer, editor, publisher, and potential instructor. Understanding how different reading mediums shape comprehension and engagement will inform both how I present my own writing and how I evaluate or recommend material in academic or professional contexts. Additionally, this knowledge may offer insight for UCF faculty, administrators, and students as the university continues to explore accessible, effective delivery methods for course content across disciplines.
Literature Review
Recent scholarship highlights the complex relationship between digital reading practices, literacy development, and access to technology across diverse populations. Studies exploring digital reading in low-literacy regions (Samsuddin et al.) reveal that access and educational infrastructure significantly shape whether digital formats can support reading growth. Research on school curricula shows that digital and media literacy skills are increasingly embedded into instructional materials, though not always consistently or effectively (Erol). Within home environments, mobile screen media plays a growing role in shaping literacy behaviors among adolescents and young adults, with both positive and negative implications for comprehension and sustained engagement (Turco et al.). Broader theoretical work on digital literacy emphasizes how multimodal, interactive, and embodied digital reading practices redefine what it means to be literate in a digital era (Mills et al.). Several studies demonstrate the potential of game-based or interactive digital learning tools to increase engagement and improve content-specific literacy, especially in science and media analysis (Feltrero et al.; Marsuki et al.). At the same time, Garcia’s work points to ongoing challenges: while students read constantly across digital environments, they often struggle to transfer these skills into academic contexts, highlighting a persistent gap between “digital reading” and traditional literacy expectations. These sources collectively illustrate both the possibilities and barriers inherent in digital reading, offering a foundation for examining how various digital formats affect engagement and literacy outcomes among readers ages 15–25.
Preliminary Work and Experience:
As part of my early preparation for this project, I conducted a comparative review of literacy rates in my local community, across the state, nationwide, and within the United Kingdom. This helped establish a baseline understanding of current literacy trends and regional disparities. I also began gathering information on various forms of digital literature—including e-books, audiobooks, and digitally distributed texts—and explored questions of accessibility, distribution models, and cost for different demographics.
My prior experience working as a substitute teacher has also informed my understanding of this topic. In the charter school where I taught, I encountered the challenges elementary-aged students faced with reading fluency, comprehension, and general literacy development. The school served a diverse population with varying income levels, and part of my role involved supporting students who struggled with foundational reading skills. That experience provided a valuable perspective on how access, environment, and instructional support shape a child’s ability to engage with texts—insight that directly connects to the broader goals of this research project.
The following preliminary budget outlines the anticipated costs associated with participant recruitment, testing materials, location fees, and direct research expenses. These estimates are based on comparable literacy research projects and reflect the resources needed to recruit participants, gather data, and analyze results.
Budget
This project requires modest funding to support participant recruitment, testing materials, location access, and analysis tools. The budget below outlines the expected costs necessary to conduct surveys, run comprehension assessments, and compile the resulting data into formal white papers. Whenever possible, low-cost or community-based resources (such as public library meeting rooms) will be used to reduce expenses.
| Budget Item | Amount | Sub-Total |
|---|---|---|
| a. Participants | ||
| Survey recruitment | $100 | |
| Testing materials | $900 | |
| Testing location fees* | $150 | |
| Fuel expense for testing supervisors | $200 | |
| Total Participant Expenses | $1,350 | |
| b. Direct Expenses | ||
| Transcription of data | $50 | |
| Office supplies | $100 | |
| Total Direct Expenses | $150 | |
| Total Expenses | $1,500 |
*Hoping to utilize local libraries, which often provide meeting room space at no cost.
Works Cited
Erol, Hüseyin. “A Review of Social Studies Course Books Regarding Digital Literacy and Media Literacy.” International Journal of Higher Education, vol. 10, no. 5, 2021, pp. 101–110.
Feltrero, Roberto, Saeta Hernando, and Adina Ionescu. “E-Learning Strategies for Media Literacy: Engagement of Interactive Digital Serious Games for Understanding Visual Online Disinformation.” American Journal of Distance Education, ahead-of-print, 2023, pp. 1–18.
Garcia, Antero. “‘Like Reading’ and Literacy Challenges in a Digital Age.” English Journal, vol. 101, no. 6, 2012, pp. 93–99.
Marsuki, Muhammad Fajar, Hadi Suwono, and Aulia Varadila Slamet. “Development of Digital Learning Media Based on Android Games with Joyful Inquiry Model to Increase Science Literacy Skills for Second Year Students of Junior High School in Subject Matter of Vibration.” AIP Conference Proceedings, vol. 2215, 2020.
Mills, Kathy A., Len Unsworth, and Laura Scholes. Literacy for Digital Futures: Mind, Body, Text. Routledge, 2023.
Samsuddin, Samsul Farid, et al. “Into the Unknown: Do People in Low Literacy Rate Areas Practise Digital Reading?” Malaysian Journal of Library & Information Science, vol. 26, no. 2, 2021, pp. 23–36.
Turco, Rosa G., Nonie K. Lesaux, and Stephanie M. Jones. “Home Literacy in the Digital Era: The Role of Mobile Screen Media Frequency in a U.S. State.” British Journal of Educational Technology, vol. 54, no. 2, 2023, pp. 513–533.
