Journal•ISSN: 1468-7984
Journal of Early Childhood Literacy
SAGE Publishing
About: Journal of Early Childhood Literacy is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Literacy & Reading (process). It has an ISSN identifier of 1468-7984. Over the lifetime, 554 publications have been published receiving 12889 citations.
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TL;DR: The authors found variability in the ways iPads were used across the settings, but a commonality was that well-planned; iPad-based literacy activities stimulated children's motivation and concentration, and offered rich opportunities for communication, collaborative interaction, independent learning, and for children to achieve high levels of accomplishment.
Abstract: In this paper, we discuss how iPads offer innovative opportunities for early literacy learning but also present challenges for teachers and children. We lent iPads to a Children’s Centre nursery (3- to 4-year-olds), a primary school reception class (4- to 5-year-olds) and a Special School (7- to 13-year-olds), discussed their potential uses with staff in pre- and post-interviews and observed how they were integrated into practice over a two-month period. We found variability in the ways iPads were used across the settings, but a commonality was that well-planned; iPad-based literacy activities stimulated children’s motivation and concentration. They also offered rich opportunities for communication, collaborative interaction, independent learning, and for children to achieve high levels of accomplishment. In some cases, this led teachers favourably to re-evaluate the children’s literacy competence, and enabled children to construct positive images of themselves in the literacy classroom. Practitioners particularly valued the opportunities iPads afforded to deliver curriculum guidelines in new ways, and to familiarise all students with touch-screen technologies.
294 citations
TL;DR: It is well known that children's language development lays the foundation for their literacy development, though it is difficult for preschool teachers alone to consistently engage in the individua... as discussed by the authors.
Abstract: It is well known that children’s language development lays the foundation for their literacy development, though it is difficult for preschool teachers alone to consistently engage in the individua...
271 citations
TL;DR: This paper examined mothers' beliefs about literacy development, the association of those beliefs with other aspects of the home literacy environment, and connections between parental literacy beliefs and other aspects in the home environment.
Abstract: This study examined mothers’ beliefs about literacy development, the association of those beliefs with other aspects of the home literacy environment, and connections between parental literacy beli...
210 citations
TL;DR: In this article, the authors present a collection of 55 Dutch and 5 English electronic books that were commercially available between 1995 and 2002 for children in the age range from three to seven years.
Abstract: This article discusses children’s picture story books on the computer (also known as e-book, CD-ROM story book, talking book, living book, interactive book, digital book, disc book or computer book). These books minimally include an oral reading of the story instead of or in addition to printed text. We put together a collection of 55 Dutch and 5 well known English electronic books that were commercially available between 1995 and 2002 for children in the age range from three to seven years. We conducted a content analysis to find out how well books currently commercially available on CD-ROM are indeed suited to supporting children’s literacy. Our coding focused on multimedia additions, interactivity of pictures and interactive legibility. Based on studies into effects of electronic books, we describe which books on CD-ROM can serve as models for parents, teachers and publishers.
201 citations
TL;DR: The authors provide an overview of research into technology and literacy for children aged 0-8 in educational settings from 2003-2009, and argue that there is a need for more extensive exploratory research in this field, which considers how digital practices within educational settings relate to other dimensions of children's literacy learning.
Abstract: This literature review provides an overview of research into technology and literacy for children aged 0-8 in educational settings from 2003-2009. The paper begins by exploring the different assumptions about the role of digital texts that underpin the studies considered, identifying three loose categories of studies which position technology as: deliverer of literacy; site for interaction around texts; and medium for meaning-making. Following this, actor-network theory (Latour, 2005) is used to consider other ways that technology and children may be ‘acting upon’ literacy in educational settings through recontexualising meanings from other domains. The paper concludes by arguing that there is a need for more extensive exploratory research in this field, which considers how digital practices within educational settings relate to other dimensions of children’s literacy learning, in order to better understand how new technologies are and could be contributing to children’s literacy within educational settings. It also suggests that actor-network theory may offer a way of destabilising the assumptions that frame research into young children’s engagement with new technologies in order to conceptualise this in new ways.
191 citations