Incorporating Digital Literacy Materials in Early Childhood Programs

2022 ◽  
pp. 671-696
Author(s):  
Barbara Ellen Culatta ◽  
Lee Ann Setzer ◽  
Kendra M. Hall-Kenyon
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Learning ◽  
Literacy Programs ◽  
Face To Face ◽  
Hands On ◽  
Early Childhood Settings ◽  
Selection Of

Use of digital media in early childhood literacy programs offers significant opportunities for interaction, engagement, and meaningful practice of phonic skills—and also a few pitfalls. The purpose of this chapter is to review 1) considerations for use of digital media in early childhood settings, 2) selection of appropriate media to facilitate early literacy learning, and 3) inclusion of digital media as an integral component of early literacy instruction, rather than an add-on. With an emphasis on practical ideas and solutions for instructors, the authors draw on studies in which interactive, personalized ebooks and an early literacy learning app were used in conjunction with face-to-face, hands-on activities drawn from Project SEEL (Systematic and Engaging Early Literacy).

scholarly journals Crisis and Continuation: The Digital Relocation of Jain Socio-Religious Praxis during the COVID-19 Pandemic

Religions ◽  
2021 ◽  
Vol 12 (5) ◽  
pp. 342
Author(s):  
Tine Vekemans
Keyword(s):  
Digital Media ◽  
Long Term Effects ◽  
Religious Activities ◽  
Face To Face ◽  
The Social ◽  
Religious Praxis ◽  
Online Format ◽  
Media Channels ◽  
Selection Of

In early 2020, Jain diaspora communities and organizations that had been painstakingly built over the past decades were faced with the far-reaching consequences of the COVID-19 pandemic and its concomitant restrictions. With the possibility of regular face-to-face contact and participation in recurring events—praying, eating, learning, and meditating together—severely limited in most places, organizations were compelled to make a choice. They either had to suspend their activities, leaving members to organize their religious activities on an individual or household basis, or pursue the continuation of some of their habitual activities in an online format, relying on their members’ motivation and technical skills. This study will explore how many Jain organizations in London took to digital media in its different forms to continue to engage with their members throughout 2020. Looking at a selection of websites and social media channels, it will examine online discourses that reveal the social and mental impact of the pandemic on Jains and the broader community, explore the relocation of activities to the digital realm, and assess participation in these activities. In doing so, this article will open a discussion on the long-term effects of this crisis-induced digital turn in Jain religious praxis, and in socio-cultural life in general.

scholarly journals Digital Literation Models Development Based School Culture to Improve Students' Life Skill in the 21st Century

2021 ◽  
Vol 13 (1) ◽  
pp. 307-316
Author(s):  
Mandra Saragih ◽  
Habib Syukri Nst ◽  
Rita Harisma ◽  
Ismail Hanif Batubara
Keyword(s):  
School Culture ◽  
Research And Development ◽  
Digital Media ◽  
21St Century ◽  
Digital Literacy ◽  
Literacy Programs ◽  
Life Skill ◽  
Model Design ◽  
Implementation Evaluation ◽  
Assessment Program

This research aims to develop digital literacy model through a school culture-based. Digital literacy was chosen considering the development of information through digital media. This study used Research and Development (RD). The research step was to collect data and design a product in a literacy model design based on school culture. The components of developing a school culture-based digital literacy model consist of participants, select participants, a digital literacy program in the form of training, the content of digital literacy programs in the form of exercise, media, teaching materials, assessment, program socialization, implementation, evaluation and mentoring. This research is the design of a guideline for implementing a school culture-based digital literacy model that can be used in digital literacy activities in schools.

High Quality Early Literacy Programs

2001 ◽  
Vol 26 (2) ◽  
pp. 14-19 ◽  
Author(s):  
Leonie Arthur ◽  
Laurie Makin
Keyword(s):  
Early Literacy ◽  
New South ◽  
Adult Child ◽  
Literacy Learning ◽  
Literacy Programs ◽  
High Quality ◽  
Literacy Experiences ◽  
South Wales ◽  
Children's Home ◽  
Before School

There is an increasing recognition of the importance of literacy learning in the years before school. Key principles of high quality literacy programs for young children have been developed as the result of a recent study of 79 preschool and long day care centres in New South Wales. These principles include communicating with families about literacy, building on children's home experiences, planning to support individual literacy needs, integrating literacy experiences across the curriculum, and adult—child interactions that scaffold literacy understandings.

scholarly journals The Nigerian Integrated Early Childhood Development Policy: Perspectives on literacy learning

2015 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Linda Newman ◽  
Loveth Obed
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Development Policy ◽  
Early Childhood Development ◽  
Life Experiences ◽  
National Policy ◽  
Literacy Learning ◽  
Childhood Development ◽  
The Social

Many scholars and researchers now have a broadened vision of literacy that encompasses the social practices that surround literacy learning. What accompanies this vision is a shift towards thinking that children, and their families, can contribute actively to literacy learning by drawing on their strengths and life experiences to create and draw meaning from a broad range of everyday sources. For many, reading and writing from print-based texts is no longer considered the only, or most desirable, avenue to literacy learning. It is now recognised that children’s social and cultural lives should be used as a resource for literacy learning. Using four literacy learning lenses, we examine the Nigerian National Policy for Integrated Early Childhood Development. These lenses are: collaboration with families, the role of educators, literacy-rich environments, and diversity and multimodality. Recent research around early literacy learning underpins our analysis to identify where the policy could more strongly refer to the role of families and educators and to argue that there is scope for greater attention to early literacy learning in the policy.

scholarly journals Digital Literacy Learning In Higher Education Through Digital Storytelling Approach

2017 ◽  
Vol 13 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Banny S. K. Chan ◽  
Daniel Churchill ◽  
Thomas K. F. Chiu
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Digital Storytelling ◽  
Literacy Learning ◽  
Digital Transformation ◽  
Literacy Skills ◽  
Small Scale ◽  
Digital Competence ◽  
Classroom Activities ◽  
Purposive Sample

It is necessary to develop digital literacy skills with which students can communicate and express their ideas effectively using digital media. The educational sectors around the world are beginning to incorporate digital literacy into the curriculum. Digital storytelling, one of the possible classroom activities, is an approach which may help engage and motivate students to learn digital literacy skills. To investigate this approach, the present small-scale study employs the methods including interviewing and analysing the artefacts of three students selected from a purposive sample on a multimedia course. The findings indicate that the three students have improved in terms of three aspects of digital literacy skills, namely, digital competence, digital usage and digital transformation regardless of their prior knowledge and levels of digital literacy. 

Engaging All Learners Through Quality Early Childhood Teacher Education

2021 ◽  
pp. 59-77
Author(s):  
Lynn Ellen Cohen ◽  
Angela Kalthoff
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Digital Media ◽  
Teacher Educators ◽  
Computational Thinking ◽  
Early Childhood Teacher ◽  
Digital Tools ◽  
Learning Theories ◽  
Face To Face ◽  
Professional Development Model

This chapter guides early childhood teacher educators, teachers, and policy makers to use appropriate technological tools in early childhood classrooms. It begins with learning theories related to computational thinking with a discussion of Seymour Papert and presents Marina Bers' framework. The chapter includes a professional development model for teachers and teacher educators. Technological apps and computational thinking are offered for use with face-to-face, hybrid, and remote instruction in early childhood settings. Many of the digital tools described in the chapter have numerous suggestions and resources available for teachers, teacher educators, and students to create a platform to begin using digital tools and evaluate how to select and use digital media. Changes can be brought about by reimagining classrooms and reshaping pedagogy with continued professional development.

scholarly journals Family Literacy Programs in Qatar: Teachers’ and Parents’ Perceptions and Practices

2017 ◽  
Vol 7 (1) ◽  
pp. 283
Author(s):  
Fatima Al-Maadadi ◽  
Fathi Ihmeideh ◽  
Maryam Al-Falasi ◽  
Chris Coughlin ◽  
Tamader Al-Thani
Keyword(s):  
Early Literacy ◽  
Family Literacy ◽  
Literacy Learning ◽  
Literacy Programs ◽  
Strong Positive Correlation ◽  
The Family ◽  
Family Literacy Programs ◽  
Children's Literacy ◽  
Teachers And Parents

The importance of the role of the family in the development of children’s early literacy has been widely recognized. Therefore, schools have frequently attempted to establish programs that help families promote their children’s literacy learning. This study explored early childhood teachers’ and parents’ perceptions about family literacy programs in which they got involved. It also examined practices used by teachers and parents to promote children’s literacy learning as well as to support the role of the family in the development of literacy. The sample included all teachers and parents who participated in the family literacy programs in two independent preschool settings in Qatar. A total of 16 teachers and 156 parents completed the self-reported questionnaires. Moreover, interviews with 10 teachers and 20 parents were conducted. Results indicated that teachers’ and parents’ perceptions and practices of family involvement programs were ranged from high to fairly moderate. A strong positive correlation was found between parents’ perceptions of family literacy programs and their practices, while teachers’ perceptions were not correlated with their practices. In light of the study findings, implications for expanding family literacy programs are described.

scholarly journals Preschool aged child’s literacy experience through everyday play in the home: A creative pathway to early literacy learning.

2021 ◽  
Vol 8 (10) ◽  
pp. 595-607
Author(s):  
Nanbam Y. Ojo ◽  
Inibehe E. Ekanem
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Participant Observation ◽  
Literacy Learning ◽  
Multiple Sources ◽  
Research Attention ◽  
Rights Of The Child ◽  
Plateau State ◽  
Training Programmes ◽  
Preschool Aged Children

Two major events have brought research on preschool aged children to the centre of educational research in Nigeria. First, Nigeria is a signatory to the United Nations Convention, which is leading a campaign for the adoption and ratification of the Rights of the child. Secondly, the introduction of early childhood education in tertiary teacher training programmes has pointed to the need for quality research in the diverse fields of early childhood studies. One area that is yet to receive enough research attention relates to doing early literacy research in the home, in particular, with preschool aged children in the context of play.  Using the empirical context of a six-week study of a 4-year-old preschool child in her home in Jos Plateau State, this paper studies how the child’s engagement in play enriched her early literacy learning. The study adopts participant observation and interview methods to collect data from multiple sources in the child’s home. Theoretically, the study is framed on an eco-cultural approach on child-initiated play and learning with accessible literacy resources. The theoretical framework enabled the identification of the learning opportunities in the home and the child’s capacity to act independently. It was also useful for studying the parents’ ethnotheories and support for learning in the home. Using thematic analysis, the findings indicate the child was critically engaged with hybrid traditions of literacy- texts and representations. The paper has implications for policy on partnering with parents for children’s literacy development.

scholarly journals Book Review: The Power of Play: Designing Early Learning Spaces

2015 ◽  
Vol 55 (1) ◽  
pp. 68
Author(s):  
Jenny Foster Stenis
Keyword(s):  
Early Literacy ◽  
Literacy Learning ◽  
Early Learning ◽  
Learning Spaces ◽  
Hands On

The Power of Play: Designing Early Learning Spaces is a discussion of how libraries are reinventing space to offer “play and learn opportunities” (xiii) to families. Predicated on the idea that play and interaction with caregivers enhances literacy learning, this book is designed as a hands-on guide in developing a library plan to implement early literacy play spaces in libraries of all sizes and budgets.

Arts Teachers' Media and Digital Literacy in Kindergarten

2015 ◽  
Vol 6 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Pei Zhao ◽  
Xiaojun Li
Keyword(s):  
Social Media ◽  
Early Childhood ◽  
Digital Media ◽  
Digital Literacy ◽  
Online Communication ◽  
Early Years ◽  
Digital Culture ◽  
Communication Arts ◽  
Arts Teachers ◽  
Use Of Social Media

Children live in a media oriented world, and media skills need to be taught already starting from the early years. Practicing media production can be seen as a core activity for media education in early childhood. The idea is linked to the 21st century definition of media: instead of thinking of media and digital culture as a simple, one-to-one way communication, it is better to consider media as parts of systems of actions and activities. In other words, it should be seen as a form of social processes. In this case study, the authors investigated children's shared blogging in a kindergarten in two different countries. The public blog was operated between Finland and China in order to build communication between those countries and get children's viewpoints from a different culture and shared communication. Arts education (visual art) was used as a tool for the online communication and blog's content production. On the basis of this study, a shared blog could be a pedagogically functional way to teach children the social media use and interaction as a part of their early childhood education. Pedagogically organized use of social media is also the way to give young children own voice in digital media culture, and to connect other children around the world.

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