Digital Literacy Practices of Young Children in Informal Learning Spaces

2018 ◽  
pp. 332-339 ◽  
Author(s):  
Sirje Virkus ◽  
Damiana Koutsomiha ◽  
Emmanouel Garoufallou
Keyword(s):  
Young Children ◽  
Informal Learning ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Learning Spaces

Equity, Literacies, and Learning in Technology-Rich Makerspaces

2020 ◽  
pp. 150-173
Author(s):  
Wen Wen ◽  
Jill Castek
Keyword(s):  
Informal Learning ◽  
Literacy Practices ◽  
Driving Forces ◽  
Community Building ◽  
Review Of The Literature ◽  
Learning Spaces ◽  
Learning Engagement ◽  
Formal And Informal Learning ◽  
Innovative Learning ◽  
Equity And Inclusion

This chapter uses an equity lens to examine learning in makerspaces with a focus on the role that literacies and technologies play in these spaces. The authors examine ways that makerspaces bridge formal and informal learning and serve as important contexts for community building and mentorship. This stance on makerspaces centers equity and inclusion as driving forces that must become central to the design of these innovative learning spaces. The piece includes a review of the literature aimed at building a deeper understanding of the principles that underlie literacy practices, collaboration, and learning engagement. The authors offer principles and recommendations for designing, organizing, expanding, and sustaining learning-through-making opportunities for all learners.

Young Children's Engagement With Digital Technologies in the Family Context

2018 ◽  
Vol 9 (4) ◽  
pp. 90-101 ◽  
Author(s):  
Vilmantė Liubinienė ◽  
Ramunė Kasperavičienė
Keyword(s):  
Young Children ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Family Context ◽  
Smart Devices ◽  
Online Technologies ◽  
Digital Devices ◽  
The Family

Although more and more children engage in daily online activities with digital technologies, the roles that online technologies play in children's lives are still understudied. This article aims at identifying the role of digital devices as well as practices in which young children are engaged at home. It also strives to explore digital literacy practices and to research how these are embedded into the family context. The case study of Lithuania discussed in this article contributes with new knowledge about the local contexts and may help to understand the main problems to be further worked upon with on a global and European scale. The research of young children and their engagement with digital technology in Lithuania comes as part of the EC JRC project “Young Children (0–8) and Digital Technologies.” The findings reveal that although children perceive online technologies and the use of smart devices as entertainment and relaxation, they are not addicted. Several factors affect young children's uses and skills of digital technologies, including family constitution and parental styles.

Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads

2018 ◽  
Vol 16 (3) ◽  
pp. 245-257 ◽  
Author(s):  
Anna Kirova ◽  
Nicole M Jamison
Keyword(s):  
Young Children ◽  
Sociocultural Theory ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Classroom Teachers ◽  
Formal Schooling ◽  
Peer Scaffolding ◽  
Study Offer

This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children’s early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes and classroom, we surveyed 13 parents and the two classroom teachers. Next, we conducted regular in-class observations, interviewed seven children about their digital experiences, and analyzed digital artifacts created on the iPads. Vygotsky’s sociocultural theory of learning grounded our interpretation of the classroom events and artifacts regarding multiliteracy practices. We gave special attention to the role of adult and peer scaffolding. This article briefly outlines the process of teacher scaffolding and discusses in detail the instances of peer scaffolding that emerged. Of importance were two video series that demonstrated a more capable peer using various strategies and approaches to scaffold her peers in creating digital literacy texts. Based on the data, we argue that more capable peers can be important sources for scaffolding young children’s multiliteracy experiences in preschool classroom contexts. The findings from this study offer teachers and educational researchers insights into how young children may be engaged in and scaffolded by both teachers and peers in their multiliteracy practices prior to formal schooling.

scholarly journals To Digital or not to Digital: How Mothers are Navigating the Digital World with their Young Children

2017 ◽  
Vol 19 (1) ◽  
pp. 63 ◽  
Author(s):  
Laura Teichert
Keyword(s):  
Young Children ◽  
Digital Media ◽  
Mobile Phones ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Tools ◽  
Digital World ◽  
American Academy Of Pediatrics ◽  
Children’S Exposure ◽  
Digital Or

We know many children are using digital tools, such as mobile phones and tablets. Much has been debated about the appropriateness of these tools in the lives of young children (e.g., American Academy of Pediatrics, 2001, 2011; National Association for the Education of Young Children, 2012). Yet, parents are engaged in digital practices. Adults’ beliefs about the appropriateness of digital media for children influence the environments they create for young children and potentially influence children’s exposure to and interactions with digital tools. This paper describes the digital literacy practices of three families and reports on the tensions mothers felt in whether to allow their children to participate in these practices.

Theory of change: Driving a digital school in rural Pakistan

First Monday ◽  
2021 ◽  
Author(s):  
Ashir Ahmed ◽  
Jason Sargent
Keyword(s):  
Young Children ◽  
Developing Country ◽  
Rural Areas ◽  
Digital Literacy ◽  
Social Impact ◽  
Theory Of Change ◽  
Study Approach ◽  
Rural Pakistan ◽  
Depth Analysis ◽  
Innovative Tool

This paper reports the findings of the initial phase of a longitudinal study that aims to investigate barriers to digital literacy in rural Pakistan. The research employs the Theory of Change to plan various stages of a digital literacy program for young children living in a remote area of Pakpattan, Pakistan. A Digital Access Vehicle (DAVe) was deployed as an innovative tool to introduce digital literacy for those who were unable to travel to the project’s NGO partner headquarters to access DAVe’s array of digital technologies. An interpretive case study approach is used to perform in-depth analysis of the subject under investigation by conducting one-on-one interviews and focus groups with key informants. The contributions of this research are twofold: (a) it operationalizes the Theory of Change to systematically plan a social impact project in a resource-constrained developing country; and (b) it creates a better understanding of barriers hindering digital literacy of young children in rural areas of a developing country such as Pakistan.

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

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