Journal ArticleDOI
The Techno-Literacy Practices of Young Children
Reads0
Chats0
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
More filters
Journal ArticleDOI
Multimodality, Literacy and Texts: Developing a Discourse
TL;DR: The authors argue for the development of a framework through which to describe children's multimodal texts, which should be capable of including different modes and media and should be able to include different media and modes.
Journal ArticleDOI
Exploring Relationships Between Traditional and New Media Literacies: British Preteen Texters at School
Beverly Plester,Clare Wood +1 more
TL;DR: Preteen British children's use of text messaging, particularly the abbreviations and characteristic language used within text messages, is looked at, not only at the language style used by the children, but at the ways in which it relates to their traditional literacy skills, as measured through standardized tests and assessments.
Journal ArticleDOI
The effect of text messaging on 9- and 10-year-old children's reading, spelling and phonological processing skills
TL;DR: Results show that text messaging does not adversely affect the development of literacy skills within this age group, and that the children's use of textisms when text messaging is positively related to improvement in literacy skills, especially spelling.
Journal ArticleDOI
‘Let’s do some jumping together’: Intergenerational participation in the use of remote technology to co-construct social relations over distance
TL;DR: In this paper, a small-scale study that explores how members of one family based in Australia and the United Kingdom use remote technology to develop and maintain family relationships is presented. But the authors focus on the relationship between two families.
Journal ArticleDOI
Lullaby light shows: everyday musical experience among under-two-year-olds
TL;DR: In this paper, the authors report on information gathered from a set of interviews carried out with 88 mothers of under-two-year-olds, enquired about the everyday musical experiences of their babies and very young children in the home.
References
More filters
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.