The Techno-Literacy Practices of Young Children
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.
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449 citations
01 Jan 2005
232 citations
Cites background from "The Techno-Literacy Practices of Yo..."
...As research in relation to print-based emergent literacy suggests, simply by engaging in daily practices in which print plays a part, children learn much about its role, nature and purpose (Hall, Larson and Marsh, 2003)....
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01 Jan 2005
TL;DR: A comprehensive review of the academic literature relating to children's and young people's media literacy can be found in this paper, where the authors outline the range of studies conducted, the gaps in research, and outline possible barriers and enablers to media literacy identified by these studies.
Abstract: Ofcom The media literacy of children and young people Preface Ofcom is the independent regulator for the UK communications industry. As part of Ofcom's work to promote media literacy we plan to undertake or support a range of research activities to monitor people's skills, knowledge and understanding of communications technologies and the content they watch and listen to either through broadcasting or online. Ofcom defines media literacy as the ability to access, understand and create communications in a variety of contexts. We have published our strategy and priorities for the promotion of media literacy and these can be found on our website. In October 2004 we commissioned Professor David Buckingham and Professor Sonia Livingstone to report on recent relevant academic and other publicly-available research into children's and adults' media literacy respectively. The purpose of this work was to outline the range of studies conducted, the gaps in research, provide examples of innovative methodologies, and outline possible barriers and enablers to media literacy identified by these studies. These reviews have admirably fulfilled their task, and provide a stimulating point of departure for informing and refining research strategies and methodologies. Some of the recommendations can be taken forward by Ofcom; others may be more relevant to other stakeholders including content producers, broadcasters, platform and network providers, educators, government departments, parents, children's charities and other organisations. The assumptions, conclusions and recommendations expressed in this review are those of the authors and should not be attributed to Ofcom. This review is published together with Adult media literacy: A review of the research literature, by Professor Sonia Livingstone. Further copies of both reviews are available from our website at www.ofcom.org.uk. Ofcom The media literacy of children and young people 1 Contents Section Page 1 Executive summary 3 2 Introduction 5 3 Dimensions of media literacy 6 1.1 Access 6 1.2 Understand 13 1.3 Create 24 1.4 Conclusion 31 4 Barriers and enablers 33 2.1 Barriers 33 2.2 Enablers 38 5 Conclusion: filling the gaps 53 6 References 56 2 Ofcom The media literacy of children and young people 3 Section 1 Executive summary 1. This document provides a comprehensive review of the academic literature relating to children's and young people's media literacy. It focuses primarily on television, radio, the internet and mobile telephony; and specifically addresses the various barriers to, and enablers of, media literacy. 2. Children develop media literacy even in the absence of …
219 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
Cites background from "The Techno-Literacy Practices of Yo..."
...Marsh’s study of 2½–4-yearolds at home draws on interviews and observational data to describe the active meaning-making in which young children engage as they encounter a range of new technologies including computer games and mobile phones (Marsh, 2004)....
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TL;DR: In this article, a case study of a 3D virtual world which aimed to engage and motivate primary school children in an immersive and literacy-rich on-line experience is explored.
Abstract: Introducing new digital literacies into classroom settings is an important and challenging task, and one that is encouraged by both policy-makers and educators. This paper draws on a case study of a 3D virtual world which aimed to engage and motivate primary school children in an immersive and literacy-rich on-line experience. Planning decisions, early experimentation and the experience of avatar interaction are explored. Using field notes, in-world interviews and observations I analyse pupil and teacher perspectives on the use of digital literacy and its relationship to conventional classroom literacy routines, and use these to trace the potential and inherently disruptive nature of such work. The paper makes the case for a wider recognition of the role of technology in literacy and suggests that teachers need time for experimentation and professional development if they are to respond appropriately to new digital literacies in the classroom.
171 citations
Cites background from "The Techno-Literacy Practices of Yo..."
...…Kress (2003), Gee (2004a, b) and Lankshear and Knobel (2006) have conceptualised the emergence of new kinds of literacy whereas studies such as Marsh (2003), Facer, Furlong, Furlong and Sutherland (2003) and Merchant (2006) have helped to develop our understanding about how new literacy…...
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...…literacy’ or ‘literacy and ICT’ Terms like ‘new literacies’ (Lankshear & Knobel, 2003), ‘multiliteracies’ (Cope & Kalantzis, 2000) and ‘technoliteracy’ (Marsh, 2003) are used in the literature for Journal of Research in Reading, ISSN 0141-0423 DOI: 10.1111/j.1467-9817.2008.01380.x Volume 32,…...
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References
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Book•
01 Jan 1991
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Abstract: In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.
43,846 citations
"The Techno-Literacy Practices of Yo..." refers background in this paper
...Although there have been a number of studies which have provided information about the out-of-school techno-literacy practices of older children (Livingstone and Bovill, 1999; Sanger et al., 1997), there have been fewer studies which have indicated how younger children engage with a range of technologies such as television, film, computer games and mobile phones. In Marsh and Thompson’s (2001) study in the UK, 18 families in a white, working-class community in the north of England were asked to keep literacy diaries for a period of four weeks....
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...The children were joining highly gendered communities of practice (Lave and Wenger, 1991; Paechter, 2003) in relation to PlayStation games....
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Book•
01 Jan 1978
TL;DR: In this paper, Cole and Scribner discuss the role of play in children's development and play as a tool and symbol in the development of perception and attention in a prehistory of written language.
Abstract: Introduction Michael Cole and Sylvia Scribner Biographical Note on L S Vygotsky Basic Theory and Data 1 Tool and Symbol in Child Development 2 The Development of Perception and Attention 3 Mastery of Memory and Thinking 4 Internalization of Higher Psychological Functions 5 Problems of Method Educational Implications 6 Interaction between Learning and Development 7 The Role of Play in Development 8 The Prehistory of Written Language Afterword Vera John-Steiner and Ellen Souberman Notes Vygotsky's Works Index
32,902 citations
TL;DR: The discipline and practice of qualitative research have been extensively studied in the literature as discussed by the authors, including the work of Denzin and Denzin, and their history in sociology and anthropology, as well as the role of women in qualitative research.
Abstract: Introduction - Norman K Denzin and Yvonna S Lincoln The Discipline and Practice of Qualitative Research PART ONE: LOCATING THE FIELD Qualitative Methods - Arthur J Vidich and Stanford M Lyman Their History in Sociology and Anthropology Reconstructing the Relationships between Universities and Society through Action Research - Davydd J Greenwood and Morten Levin For Whom? Qualitative Research, Representations and Social Responsibilities - Michelle Fine et al Ethics and Politics in Qualitative Research - Clifford G Christians PART TWO: PARADIGMS AND PERSPECTIVES IN TRANSITION Paradigmatic Controversies, Contradictions and Emerging Confluences - Yvonna S Lincoln and Egon G Guba Three Epistemological Stances for Qualitative Inquiry - Thomas A Schwandt Interpretivism, Hermeneutics and Social Constructionism Feminisms and Qualitative Research at and into the Millennium - Virginia L Olesen Racialized Discourses and Ethnic Epistemologies - Gloria Ladson-Billings Rethinking Critical Theory and Qualitative Research - Joe L Kincheloe and Peter McLaren Cultural Studies - John Frow and Meaghan Morris Sexualities, Queer Theory and Qualitative Research - Joshua Gamson PART THREE: STRATEGIES OF INQUIRY The Choreography of Qualitative Research Design - Valerie J Janesick Minuets, Improvisations and Crystallization An Untold Story? Doing Funded Qualitative Research - Julianne Cheek Performance Ethnography - Michal M McCall A Brief History and Some Advice Case Studies - Robert E Stake Ethnography and Ethnographic Representation - Barbara Tedlock Analyzing Interpretive Practice - Jaber F Gubrium and James A Holstein Grounded Theory - Kathy Charmaz Objectivist and Constructivist Methods Undaunted Courage - William G Tierney Life History and the Postmodern Challenge Testimonio, Subalternity and Narrative Authority - John Beverley Participatory Action Research - Stephen Kemmis and Robin McTaggart Clinical Research - William L Miller and Benjamin F Crabtree PART FOUR: METHODS OF COLLECTING AND ANALYZING EMPIRICAL MATERIALS The Interview - Andrea Fontana and James H Frey From Structured Questions to Negotiated Text Rethinking Observation - Michael V Angrosino and Kimberly A Mays de Perez From Method to Context The Interpretation of Documents and Material Culture - Ian Hodder Re-Imagining Visual Methods - Douglas Harper Galileo to Neuromancer Auto-Ethnography, Personal Narrative, Reflexivity - Carolyn Ellis and Arthur P Bochner Researcher as Subject Data Management and Analysis Methods - Gery W Ryan and H Russell Bernard Software and Qualitative Research - Eben A Weitzman Analyzing Talk and Text - David Silverman Focus Groups in Feminist Research - Esther Madriz Applied Ethnography - Erve Chambers PART FIVE: THE ART AND PRACTICES OF INTERPRETATION, EVALUATION AND REPRESENTATION The Problem of Criteria in the Age of Relativism - John K Smith and Deborah K Deemer The Practices and Politics of Interpretation - Norman K Denzin Writing - Laurel Richardson A Method of Inquiry Anthropological Poetics - Ivan Brady Understanding Social Programs through Evaluation - Jennifer C Greene Influencing the Policy Process with Qualitative Research - Ray C Rist PART SIX: THE FUTURE OF QUALITATIVE RESEARCH Qualitative Inquiry - Mary M Gergen and Kenneth J Gergen Tensions and Transformations The Seventh Moment - Yvonna S Lincoln and Norman K Denzin Out of the Past
26,318 citations
01 Jan 1978
16,723 citations
Book•
01 Jan 1987
TL;DR: This book presents a meta-coding pedagogical architecture grounded in awareness contexts that helps practitioners and students understand one another better and take responsibility for one another's learning.
Abstract: The teaching of qualitative analysis in the social sciences is rarely undertaken in a structured way. This handbook is designed to remedy that and to present students and researchers with a systematic method for interpreting qualitative data', whether derived from interviews, field notes, or documentary materials. The special emphasis of the book is on how to develop theory through qualitative analysis. The reader is provided with the tools for doing qualitative analysis, such as codes, memos, memo sequences, theoretical sampling and comparative analysis, and diagrams, all of which are abundantly illustrated by actual examples drawn from the author's own varied qualitative research and research consultations, as well as from his research seminars. Many of the procedural discussions are concluded with rules of thumb that can usefully guide the researchers' analytic operations. The difficulties that beginners encounter when doing qualitative analysis and the kinds of persistent questions they raise are also discussed, as is the problem of how to integrate analyses. In addition, there is a chapter on the teaching of qualitative analysis and the giving of useful advice during research consultations, and there is a discussion of the preparation of material for publication. The book has been written not only for sociologists but for all researchers in the social sciences and in such fields as education, public health, nursing, and administration who employ qualitative methods in their work.
11,846 citations
"The Techno-Literacy Practices of Yo..." refers methods in this paper
...Emergent patterns and themes were identified in the interview data using inductive coding strategies (Strauss, 1987)....
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