Journal ArticleDOI
The Techno-Literacy Practices of Young Children
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TLDR
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.read more
Citations
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Proceedings ArticleDOI
"That's the Way Sighted People Do It": What Blind Parents Can Teach Technology Designers About Co-Reading with Children
Kevin M. Storer,Stacy M. Branham +1 more
TL;DR: It is found that PWVIs' co-reading practices were highly diverse and affected by a variety of socio-technical concerns - and visual ability was less influential than other factors like ability to read Braille, presence of social supports, and children's literacy.
DissertationDOI
Movement, meaning and affect: the stuff childhood literacies are made of
TL;DR: In this paper, the authors present a detailed description of the significance of movement in young children's meaning making that involves re-shaping, re-imagining and repurposing of materials and classroom areas.
Journal ArticleDOI
International perspectives on literacy learning with iPads
Tiffany L. Gallagher,Douglas Fisher,Diane Lapp,Jennifer Rowsell,Alyson Simpson,Ruth McQuirter Scott,Maureen Walsh,Maureen Walsh,Katia Ciampa,Mary Gene Saudelli +9 more
TL;DR: In this paper, the use of the iPad (a tablet) in classroom literacy activities in three different instructional environments in different parts of the world: Toronto, Canada, San Diego, United States; and Sydney, Australia.
Book Chapter
Revisiting reading for pleasure: Delight, desire and diversity
TL;DR: In the early 21st century, the desire to read independently, to engage with others' worlds, to wonder and ponder and find out more about issues of interest run deep enough to sustain the young as readers of today and tomorrow as mentioned in this paper.
Journal ArticleDOI
Personalisation: A theoretical possibility to reinvigorate children’s interest in storybook reading and facilitate greater book diversity:
TL;DR: The authors argued that early authoring should not be conflated with achieving an overly child-centred literature, which would ignore the reciprocity dimension of community and society relations, which can result in an eclectic approach to content and increased reading motivation, as long as children's aesthetic choices are fully supported.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
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.
Book
Mind in Society: The Development of Higher Psychological Processes
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.
Journal ArticleDOI
Handbook of Qualitative Research
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.
Book
Qualitative analysis for social scientists
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.