Understanding young children’s attitudes towards reading in relation to their digital literacy activities at home

2018 ◽  
Vol 16 (4) ◽  
pp. 393-406 ◽  
Author(s):  
Gulsah Ozturk ◽  
Sarah Ohi
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Literacy Practices ◽  
Literacy Experiences ◽  
Individual Interviews ◽  
Literacy Activities ◽  
Use Of Technology ◽  
Parental Views ◽  
Children's Attitudes ◽  
Attitudes Towards Reading

The effect of digital literacy practices upon young children’s learning is a contentious and growing area for research and debate. Nowadays, children encounter many different types of texts through their everyday engagement with digital technologies. The study reported here investigated the relationships between 6 and 7-year-old children’s home digital literacy practices, parental views about the use of technology and children’s attitudes towards reading as perceived by the children and their parents. A total of 105 children and their parents, from two primary schools in Istanbul participated in this study. Parents completed a questionnaire about their views on the use of technology, their children’s digital literacy experiences and their perceptions of their children’s reading attitudes, while the children engaged in individual interviews. The results from this study indicate that children’s attitudes towards reading are significantly related to both the frequency of their engagement in digital literacy activities in their homes and their parents’ perception of their child’s attitudes to reading. The findings suggest that parents can support children’s enjoyment in reading by engaging in both digital and non-digital print experiences with their children.

scholarly journals O conceito de letramento digital e suas implicações pedagógicas

2016 ◽  
Vol 9 (1) ◽  
pp. 94-107
Author(s):  
Mariana Vidotti de Rezende
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Cognitive Strategies ◽  
Digital Technologies ◽  
School Practices ◽  
Language Studies ◽  
Use Of Technology ◽  
Interactive Dynamics ◽  
Language Context

RESUMO: Nos últimos anos, tem-se discutido muito, no campo da educação e também no campo da linguagem, a presença das tecnologias digitais nas práticas escolares. O que se tem visto, muitas vezes, éum uso de tecnologias que se limita a transferir práticas letradas tradicionais para práticas mediadas por novos recursos tecnológicos. Há uma inserção “forçada” de tecnologias que desconsidera seus maiores potenciais, suas dinâmicas interativas e estratégias sociocognitivas. Entende-se, entretanto, que a percepção a respeito do uso de tecnologias nas práticas pedagógicas perpassa, principalmente, o âmbito de ensino-aprendizagem de Língua Portuguesa e a concepção de letramento digital.A importância de discutir o conceito de letramento digital justifica-se pelo fato de que as diferentes interpretações que são dadas a ele interferem diretamente na percepção do uso de tecnologias nas práticas escolares. Analisa-se, então, em que medida as concepções de letramento e de letramento digital interferem na percepção que se tem de ensino de Língua Portuguesa e de que maneira contribuem para pensar a educação na atualidade.PALAVRAS-CHAVE: ensino-aprendizagem; letramento digital; língua portuguesa. ABSTRACT: In recent years, the presence of digital technologies in school practices has been very discussed in education and also in the language studies. What it has been seen is the fact that technology's uses are limited to transfering traditional literacy practices to practices mediated by new technological resources. There is a "hard" technologies insert that disregards its greatest potential, its interactive dynamics and socio-cognitive strategies. We understand, however, that the technology uses perception in school practices pervades, especially, the teaching and learning of Portuguese language context and the concept of digital literacy. The importance of discussing the concept of digital literacy is justified by the fact that the different interpretations that are given to it directly interfer in the perception of the use of technology in school practices. We will look, then, to what extent the literacy and digital literacy concepts interfere with the perception people have of the Portuguese language teaching and how they contribute to reflections on education today.KEYWORDS: teaching and learning; digital literacy; Portuguese language.

scholarly journals ‘We Were Scared of Catching the Virus’: Practices of Saudi College Students During the COVID-19 Crisis

2020 ◽  
Vol 11 (1) ◽  
pp. 152
Author(s):  
Nada Bin Dahmash
Keyword(s):  
College Students ◽  
Saudi Arabia ◽  
Digital Literacy ◽  
English Language ◽  
Literacy Practices ◽  
Life Experience ◽  
Smartphone Apps ◽  
Intensive English ◽  
Individual Interviews ◽  
Group Interviews

College students in Saudi Arabia engaged in various English activities in digital spaces during the COVID-19 crisis, despite it being their second language. Drawing on the concept of digital literacies proposed by Jones and Hafner (2012), this paper identifies the digital literacy practices that occurred in the English language during COVID-19 crisis. Focus group interviews and individual interviews were conducted via WhatsApp with ten college students who had recently attended an intensive English course at a university in Saudi Arabia. Thematic analysis, assisted by ATLAS.ti, revealed that the college students engaged in complex digital literacy practices in English during the COVID-19 crisis to improve their competency in English, educating the community and oneself about COVID-19 as well as to cope with the boredom of remaining indoors. College students mainly used smartphone apps in their literacies, and their usage was guided by their feelings, commitment and the contextual events around them. The literacies these students drew on reflected their metacognitive awareness of the value of English to their everyday life experience. This paper concludes by encouraging college students to exploit the potential of smartphone apps to improve their capacity in English and incorporate apps into their everyday lives.

scholarly journals Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach

2020 ◽  
Vol 15 (18) ◽  
pp. 86
Author(s):  
Norah Almusharraf ◽  
Joseph Engemann
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Computer Software ◽  
Literacy Skills ◽  
Kingdom Of Saudi Arabia ◽  
Effective Utilization ◽  
Use Of Technology ◽  
Teaching Learning ◽  
Assessment Strategies

It can be argued that multimodal digital literacy practices promote the development of literacy skills needed for today’s world without being constrained to one mode of learning. Anecdotal evidence suggests that the employment of multimodal practices during instruction within EFL classrooms in the Kingdom of Saudi Arabia (KSA) is minimal and fraught with obstacles to its effective utilization. It is, therefore, essential to determine whether this is the case and, if so, to develop strategies that would ameliorate this situation. This study, therefore, sought to identify KSA postsecondary EFL instructors’ self-reporting of their use of various types of technology, computer software, and online software; the different teaching/learning and assessment strategies that they employ; the obstacles they face with the use of technology in their classrooms; and their beliefs about the use of multimodal digital literacy practices for teaching and learning. The study, which was based on the premises of social semiotic theory, utilized a mixed-methods design from which survey and focus group interview data were triangulated. The findings demonstrated that while most postsecondary EFL instructors have a strong positive attitude towards multimodal digital literacy practices and make robust use of specific types of technology and software programs, obstacles prevent these practices from being more widely and frequently deployed in the KSA. Suggestions for how to make a transformation to a more pronounced use of multimodal practices happen, and the limitations to the study are also presented.

scholarly journals SOCIAL STORIES AND DIGITAL LITERACY PRACTICES FOR INCLUSIVE EDUCATION

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Asimina Riga ◽  
Vasiliki Ioannidi ◽  
Nikolaos Papayiannis
Keyword(s):  
Inclusive Education ◽  
Social Constructivism ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Social Stories ◽  
Children With Autism ◽  
Pedagogical Practices ◽  
Unified Theory ◽  
Use Of Technology ◽  
Powerful Learning

This article deals with current issues of modern pedagogical practices incorporated in Special and Inclusive Education and touches upon Social Stories as a supplementary powerful learning tool especially in cases of children with autism and other similar communication deficits. According to our literature review, Social Stories better respond to the needs and abilities of the children personality regardless of their age by presenting a considerable amount of social information and best describing social schemata and situations. Also, they provide guidance for socially appropriate attitudes and behaviors, encouragement and support in learning and educational setting, both verbally and visually supported. To set the theoretical frame of this topic, an overview of social constructivism theory and the Unified Theory of Acceptance and Use of Technology are provided. Moreover, what is also under discussion in this article relates to the new digital challenges that have lately emerged after the combination of Social Stories with ICTs. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0745/a.php" alt="Hit counter" /></p>

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

Language development, metalinguistic awareness, and emergent literacy skills of 3-year-old children in relation to social class

1994 ◽  
Vol 15 (3) ◽  
pp. 371-394 ◽  
Author(s):  
Carolyn Chaney
Keyword(s):  
Language Development ◽  
Socioeconomic Factors ◽  
Family Literacy ◽  
Maternal Education ◽  
Family Income ◽  
Metalinguistic Awareness ◽  
Literacy Experiences ◽  
Literacy Activities ◽  
Concepts About Print ◽  
Metalinguistic Skills

ABSTRACTThis is an investigation of the relationships among selected aspects of normal language development, emerging metalinguistic skills, concepts about print, and family literacy experiences in 3-year-old children who vary in their socioeconomic backgrounds. Forty-three normally developing children, whose family incomes ranged from under $10,000 to over $100,000, were given 4 tests of language development; 12 metalinguistic tasks measuring phonological awareness, word awareness, and structural awareness; and 2 measures of literacy knowledge. The children's family literacy experiences were described following a parent interview. The data analysis had two main purposes. The first was to examine the family literacy experiences of the children using a qualitative analysis. The second was to describe, in a quantitative way, the relationships among family literacy experiences, socioeconomic factors, language development, metalinguistic performance, and concepts about print. The interview data revealed that, while parents varied in the emphasis they placed on literacy activities, all of the children were at least somewhat involved in literacy activities at home; family report of literacy activities was associated with family income. Quantitative analyses revealed that amount of family literacy involvement and the children's race were related to oral language development, and language development was the most powerful predictor of metalinguistic awareness. When language development was controlled statistically, family literacy and socioeconomic factors had negligible effects on metalinguistic skills; however, knowledge of print concepts was related to metalinguistic performance, especially in the phonological domain, and was associated with the children's family literacy experiences, maternal education, and race.

DETERMINANTS OF SUCCESSFUL IMPLEMENTATION OF DIGITAL LITERACY PROJECT IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA

2019 ◽  
Vol 4 (1) ◽  
pp. 96-117
Author(s):  
Florence Sutter ◽  
Dr. Allan Kihara
Keyword(s):  
School Leadership ◽  
Communication Technology ◽  
Digital Literacy ◽  
Primary Schools ◽  
Information Communication Technology ◽  
Successful Implementation ◽  
Information Communication ◽  
National Union ◽  
Head Teachers ◽  
Upper Echelons Theory

Purpose: The study aimed at finding out the determinants of successful implementation of digital literacy project in public primary schools in Baringo County in Kenya. The specific objectives of the study were to determine the effect of school leadership, information communication technology teacher competence, and teacher workload and information communication technology infrastructure. The study was founded on Technology Acceptance Theory, Resource Based Theory, Upper Echelons Theory and the Technology, Organization and Environment Model theories. This study adopted a descriptive survey research design. Methodology: The study targeted 612 stakeholders in the implementation of the Digital Literacy Project in public schools including the Ministry of education Science and Technology representative who is the Sub county Directors, the TSC Sub County Directors, curriculum support officers in the County, the Kenya Institute of Special Education Sub County coordinators, the Kenya Primary Schools Head Teachers Association Sub County coordinators, the Kenya National Union of Teachers Sub County coordinators  and the  head teachers of the public primary schools in Baringo county. Yamane formula was used to determine a sample size of 150 respondents. Structured questionnaire presented in likert scale were used in collecting primary data. Descriptive statistics such as percentages, mean and frequency was used to analyze the collected data. The study also used inferential statistics such as correlation and regression. Results: The study found that school leader of technology encourage use of technology in teaching and learning and help teachers establish goals to implementation of technology in achieving their instructional strategies and that school leader’s interest; their commitment and championing implementation of ICT programs in schools positively influenced the whole process. The study concluded that school leadership had the greatest influence on implementation of digital literacy project in public primary schools in Baringo County in Kenya in Kenya followed by ICT infrastructure, then teachers ICT competence while teachers’ workload had the least influence on the implementation of digital literacy project in public primary schools in Baringo County in Kenya.Contribution to policy and practice: The study recommends that the school leaders should increase their compliance with the various policies so as to ensure more effective integration of learning and teaching in primary schools and that school administration and stakeholders in education needs to be more supportive towards implementation of ICT programs.

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 EXPERIENCE OF ICT IMPLEMENTATION IN PRIMARY CURRICULUM IN UKRAINE AND THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

2020 ◽  
Vol 75 (1) ◽  
pp. 42-55
Author(s):  
Ірина Василівна Борисенко ◽  
Оксана Павлівна Биконя ◽  
Ольга Олександрівна Рембач ◽  
Лариса Петрівна Шумна ◽  
Олександр Іванович Олійник ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Computer Science ◽  
Primary Education ◽  
Digital Literacy ◽  
Primary Schools ◽  
National Standards ◽  
European Countries ◽  
National Standard ◽  
Advantages And Disadvantages ◽  
Ict Implementation

The study was formulated within the context of an increasing recognition of ICT as curriculum priorities in primary schools of many European countries. The implementation of ICT-centered curriculum is a step towards realizing the goals of the new Law of Ukraine “On Education” (2017), National Strategy for the Development of Education in Ukraine until 2021, European strategic programme “Education and Training 2020”. Actuality of approaches to ICT implementation in present-day primary schools is caused by the substantial development of digital technologies and requirement of digital literacy for people’s work, social, and personal lives. The unique opportunity of primary education as a large sub-sector of any education system is to contribute to the renewal of societies through education of the young. The paper aims to study implementation of Computer science into national standard of primary education in Ukraine and the UK. In the recent years, many European countries have seen some changes of the content one of which relates to the area of computer science education that resulted in implementing an ambitious new curriculum in this subject. The author gives a comparative analysis of primary ICT within national standards in term of the Computer science development from the initial stage to present day situation. The comparative analysis specifies areas of similarities (aims, objectives, approaches to implementation, priorities of developing digital skills, teaching hours) and differences (programme topics, characterization of learning outcomes) in the study of ICT covering the subject content, expected learning results and general principles of ICT in education, as well as examples of ICT implementation. The paper is also focused at discussing the role of the ICT curriculum in modern-day primary classroom; advantages and disadvantages of ICT integration at primary stage. Much attention is paid to how it is integrated into daily learning modes to allow and encourage active learning. In primary education there are two main models of ICT implementation into curriculum, these are: ICT integrated across the curriculum; ICT (or Informatics, Computer Science and Computing) as a discrete subject within national standard.

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