Researching the digital literacy and multimodal practices of young children

2019 ◽  
pp. 19-30 ◽  
Author(s):  
Jackie Marsh
Keyword(s):  
Young Children ◽  
Digital Literacy

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.

Teacher Curatorship

2020 ◽  
pp. 287-312
Author(s):  
Damiana Gibbons Pyles ◽  
Beth A. Buchholz ◽  
Kris Hagaman ◽  
Peaches Hash
Keyword(s):  
Young Children ◽  
Digital Literacy ◽  
Authentic Learning ◽  
Streaming Video ◽  
Kindergarten Teacher ◽  
Science Lesson ◽  
Literacy Practice ◽  
New Literacy ◽  
Authentic Learning Experiences ◽  
Out Of School

Grounded in digital literacy and literacies research, the authors explore how a kindergarten teacher facilitated digital literacy in a science lesson using YouTube playlists and the YouTube Kids app. By curating videos and modeling how to “read” the video texts, the teacher prepared her students for their own guided searches using streaming video texts in the YouTube Kids app on iPads. The authors show how teacher curatorship can foster real, authentic learning experiences, even for young children, as a way for students to begin developing the complex new literacy practice(s) of curating videos across in and out of school spaces.

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.

scholarly journals Toward a Theory-Predicated Definition of Digital Literacy for Early Childhood

2014 ◽  
Vol 9 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Elizabeth R. Kazakoff
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Digital Technology ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Second Grade ◽  
Older Children ◽  
Developmental Needs ◽  
Technological Tools ◽  
Definition Of

Though young children are frequent users of digital technology, there is no comprehensive definition of early childhood digital literacy. Currently, digital literacy and related terms are defined with much older children and adults in mind. This paper aims to lay groundwork for redefining digital literacy in an early childhood context. Taking into account the unique developmental needs of early childhood when discussing digital literacy can provide a gateway to developing technological tools and curricula to prepare children in kindergarten through second grade to be more effective users of digital technologies throughout their lives.

scholarly journals Strangers in Digiland

2017 ◽  
Vol 4 (1) ◽  
pp. 109-115
Author(s):  
Rozália Klára Bakó ◽  
Gyöngyvér Erika Tőkés
Keyword(s):  
Young Children ◽  
Learning Curve ◽  
Digital Literacy ◽  
Digital Competence ◽  
Research Project ◽  
Steep Learning Curve ◽  
Ways Of Coping ◽  
The Everyday ◽  
Insight Into

AbstractWith the growing importance of digital practices in young children’s everyday routines, parents and educators often face frustration and confusion. They find it difficult to guide children when it comes to playing and learning online. This research note proposes an insight into parents’ and educators’ concerns related to children’s and their own digital literacy, based on two exploratory qualitative inquiries carried out from March 2015 to August 2017 among 30 children aged 4 to 8 from Romania, their parents and educators. The research projectDigital and Multimodal Practices of Young Children from Romania(2015–2016) and its continuationThe Role of Digital Competence in the Everyday Lives of Children Aged 4–8(2017–2018, ongoing) are part of a broader effort within the Europe-wide COST network IS1410 –The Digital and Multimodal Practices of Young Children(2014–2018). Parents and educators are disconnected from young children’s universe, our research has found. The factors enabling adults’ access to “Digiland” and ways of coping with the steep learning curve of digital literacy are explored through parents’ and teachers’ narratives, guided observation of children’s digital practices, and expert testimonies.

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.

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