Valguarnera, Sveva Landoni, Monica 2022 Emergent readers are young children who are beginning their journey towards literacy; they enjoy shared reading both at school and at home, and maybe they are already able to read and write their own names. We involved emergent readers aged 4 to 6 years old and recruited through a local library, in a two-month long exploratory study, with weekly sessions in which they interacted with both traditional books and digital storytelling tools, engaging them in a series of activities to elicit their preferences, needs and wishes, following the formative evaluation approach. Basing our findings on direct observations, field notes and analysis of the recorded sessions, we found that tools explicitly designed for interaction trigger a higher level of engagement. Besides, we gained a deeper insight on how to conduct collaborative design sessions with small groups of emergent readers. application/pdf https://n2t.net/ark:/12658/srd1328163 https://susi.usi.ch/global/documents/328163 https://susi.usi.ch/documents/328163/files/Valguarnera_2022_ACM-NordCHI22.pdf eng info:eu-repo/semantics/altIdentifier/doi/10.1145/3546155.3547274 info:eu-repo/semantics/altIdentifier/ark/12658/srd1328163 info:eu-repo/semantics/openAccess Rights reserved ACM Nordic Human-Computer Interaction Conference (NordiCHI). - 2022, p. 1-9 Children Preschool Collaborative design Codesign Emergent readers Storytelling Literacy info:eu-repo/classification/udc/004 "This book is magical!" : exploring emergent readers’ preferences and wishes for storytelling tools http://purl.org/coar/resource_type/c_5794