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Author

Jackie Marsh

Other affiliations: Sheffield Hallam University
Bio: Jackie Marsh is an academic researcher from University of Sheffield. The author has contributed to research in topics: Literacy & Digital literacy. The author has an hindex of 35, co-authored 106 publications receiving 3872 citations. Previous affiliations of Jackie Marsh include Sheffield Hallam University.


Papers
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Book
01 Jan 2005
TL;DR: Orienting Perspectives New Literacy Studies Critical Literacy Literacy and New Technologies Sociocultural-Historical Theory Understanding How the Frameworks Work Together Implications for Teacher Education and Literacy Research
Abstract: Orienting Perspectives New Literacy Studies Critical Literacy Literacy and New Technologies Sociocultural-Historical Theory Understanding How the Frameworks Work Together Implications for Teacher Education and Literacy Research

280 citations

Journal ArticleDOI
TL;DR: In this paper, the authors explore the relationship between play and technology and relate it to similar discourses concerning the concepts of "real" and "virtual" in the 21st century, and examine the way in which virtual worlds have been marketed to children and parents/carers on the basis of their propensity to offer online play in a safe environment.
Abstract: Virtual worlds for children are becoming increasingly popular, and yet there are few accounts of children’s use of these worlds. Young children are spending increasing amounts of time online as technology continues to create significant changes in social and cultural practices in the 21st century. Some of children's online interactions can be categorized as playful in nature; however, play and technology are frequently positioned as oppositional. In this article, I explore the tensions surrounding the relationship between play and technology and relate it to similar discourses concerning the concepts of ‘real’ and ‘virtual’. I then move on to consider the growing popularity of virtual worlds with young children and examine the way in which the worlds have been marketed to children and parents/carers on the basis of their propensity to offer online play in a safe environment. The article provides an overview of two virtual worlds currently targeted at young children and draws on a survey of primary childre...

280 citations

Book
04 Nov 2004
TL;DR: In this article, the authors present a survey of children's engagement with popular cultural and media texts in the digital age, including watching Teletubbies and the CD-ROM game.
Abstract: 1. Introduction: Children of the Digital Age Part 1: Changing Childhood Cultures 2. New textual landscapes, information and early literacy 3. Ritual, performance and identity construction: Young children's engagement with popular cultural and media texts 4. Veronica: An asset model of becoming literate 5. Bilingual children's uses of popular culture in text-making Part 2 Children and Technologies 6. Watching Teletubbies: Television and its very young audience 7. The CD-ROM game: A toddler engaged in computer-based dramatic play 8. Narrative spaces and multiple identities: Children's textual explorations of console games in home settings 9. 'Pronto, chi parla? (Hello, who is it?'): Telephones as artefacts and communication media in children's discourses Part 3: Transformative Pedagogies 10. Popular culture: Views of parents and educators 11. Barbie meets Bob the Builder at the Workstation: The word on screen/ E-mergent literacies in the early years 12. Resistance, power-tricky, and colorless energy: What engagement with everyday popular culture texts can teach us about learning, and literacy 13. Behind the scenes: Making movies in early years classrooms.

201 citations

Journal ArticleDOI
TL;DR: In this article, the authors discuss findings from a survey undertaken in a working-class community in the north of England which aimed to identify the emergent techno-literacy practices of a group of 44 children aged between two and a half and four years of age.
Abstract: In many analyses of children’s ‘emergent literacy’ (Clay, 1966) practices, there is little acknowledgement of children’s engagement in techno-literacy practices. This article discusses findings from a survey undertaken in a working-class community in the north of England which aimed to identify the ‘emergent techno-literacy’ practices of a group of 44 children aged between two and a half and four years of age. It is argued that the multimodal textual competencies and semiotic choices of these ‘toddler netizens’ (Luke, 1999) should be more widely acknowledged within current curriculum frameworks for the early years.

176 citations


Cited by
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Journal ArticleDOI
TL;DR: Holquist as mentioned in this paper discusses the history of realism and the role of the Bildungsroman in the development of the novel in Linguistics, philosophy, and the human sciences.
Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

2,824 citations

01 Oct 2006

1,866 citations

Journal ArticleDOI
TL;DR: In the past decade, a large body of multidisciplinary research has begun to undermine the authority of this narrow interpretation of literacy by situating literacy in larger social practices as discussed by the authors.
Abstract: Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading and writing abilities This narrow interpretation of literacy, an offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary research has begun to undermine the authority of this perspective by situating literacy in larger social practices

1,589 citations

01 Jan 2016

1,572 citations

Journal ArticleDOI

1,256 citations