scholarly journals A Brief Review of Young Children’s Home Digital Literacy Practices

2021 ◽  
Vol 4 (1) ◽  
pp. 3
Author(s):  
Yina Liu
Keyword(s):  
Emergent Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Tools ◽  
After School ◽  
Spring Semester ◽  
Digital World ◽  
Children And Parents ◽  
Children's Home ◽  
At Home

COVID-19 has created significant changes in the everyday lives of teachers, children and parents. Due to school lockdowns in the spring semester of 2020, teachers shifted from in-person classroom teaching into “emergent remote teaching” (Hodges et al. 2020, para. 5), where digital tools and software were used for instruction and teacher-student communications. Many children have also shifted their social lives from face-to-face to virtual interactions (Hutchins 2020); for example, engaging in online family story reading, social media participation, and joining after school activities digitally. This pandemic has highlighted the importance of being literate in digital environments for children. Digital literacy, that is, literacy practices undertaken across multi-media, involving “accessing, using and analysing digital texts and artefacts in addition to their production and dissemination” (Sefton-Green et al. 2016, p. 15). The importance of the digital world and digital tools for the post-COVID future where digital literacy could become more prominently featured for teachers, children, and parents must not be underemphasized.   In this presentation, I reviewed the literature on young children’s digital literacy practices at home. Many studies have illustrated the benefits and various kinds of learning that children get from their digital play at home, including emergent literacy learning (Neumann 2016), digital citizenship (Bennett et al. 2016), etc. Moreover, I presented the complex trajectories of children playing with their digital devices and toys at home (Marsh 2017). In the 21st century children’s home play, the boundaries between the virtual and physical worlds are blurring (Marsh 2010; O’Mara and Laidlaw 2011; Carrington 2017).   More importantly, this literature review suggests a gap and an opportunity for future researchers to explore home digital literacy of children, who are from minority backgrounds in Canada, as literacy practices are socially and culturally situated. This presentation illustrates the importance of my proposed doctoral research, as my research aims to explore Culturally and Linguistically Diverse (CLD) children’s digital home literacy practices in Canada.

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.

scholarly journals Young children’s digital literacy practices in the sociocultural contexts of their homes

2020 ◽  
Vol 20 (3) ◽  
pp. 472-499 ◽  
Author(s):  
Kristiina Kumpulainen ◽  
Heidi Sairanen ◽  
Alexandra Nordström
Keyword(s):  
Emergent Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Literacy Learning ◽  
Learning Opportunities ◽  
Daily Lives ◽  
Video Recordings ◽  
Field Notes ◽  
Sociocultural Contexts

This socioculturally framed case study investigates the digital literacy practices of two young children in their homes in Finland. The aim is to generate new knowledge about children’s digital literacy practices embedded in their family lives and to consider how these practices relate to their emergent literacy learning opportunities. The study asks two questions, ‘How do digital technologies and media inform the daily lives of children in their homes? Moreover, how do the sociocultural contexts of homes mediate children’s digital literacy practices across operational, cultural, critical and creative dimensions of literacy?’ The empirical data collection drew on the ‘day-in-the-life’ methodology, using a combination of video recordings, photographs, observational field notes and parent interviews. The data were subjected to thematic analysis following an ethnographic logic of enquiry. The findings make visible how children’s digital literacy practices are intertwined in families’ everyday activities, guided by parental rules and values. The study demonstrates children’s operational, cultural and creative digital literacy practices. The study also points out the need for more attention to children’s critical engagement in their digital literacy practices.

Multilingual Writing in Digital World

2021 ◽  
pp. 84-101
Author(s):  
Maha Alawdat
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Digital Tools ◽  
Digital Writing ◽  
Writing Classes ◽  
Digital World ◽  
Multilingual Writing ◽  
Students Attitudes ◽  
The Impact ◽  
Supporting Teachers

This chapter examines teachers' practices and strategies while using digital tools for writing. The chapter argues that when teachers use digital writing, they need to change their teaching strategies in order to ease their students' writing tasks. It also highlights the purposes of integrating digital tools for the writing classes and the challenges they face while adapting digital writing. The data are collected from teachers who work at schools, colleges, and universities, through a survey generated by Google forms. The findings show that integrating suitable digital tools requires mastering the use of technologies by supporting teachers' digital literacy skills before integrating them into classes to overcome any emerging challenges. This is to reinforce students to improve their writing levels. The chapter suggests more extended studies to examine students' attitudes and experiences with using digital tools and the impact of coronavirus pandemic on education.

Multilingual Writing in Digital World

2022 ◽  
pp. 969-986
Author(s):  
Maha Alawdat
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Digital Tools ◽  
Digital Writing ◽  
Writing Classes ◽  
Digital World ◽  
Multilingual Writing ◽  
Students Attitudes ◽  
The Impact ◽  
Supporting Teachers

This chapter examines teachers' practices and strategies while using digital tools for writing. The chapter argues that when teachers use digital writing, they need to change their teaching strategies in order to ease their students' writing tasks. It also highlights the purposes of integrating digital tools for the writing classes and the challenges they face while adapting digital writing. The data are collected from teachers who work at schools, colleges, and universities, through a survey generated by Google forms. The findings show that integrating suitable digital tools requires mastering the use of technologies by supporting teachers' digital literacy skills before integrating them into classes to overcome any emerging challenges. This is to reinforce students to improve their writing levels. The chapter suggests more extended studies to examine students' attitudes and experiences with using digital tools and the impact of coronavirus pandemic on education.

scholarly journals Digital literacy practices of Turkish pre-service EFL teachers

2020 ◽  
Author(s):  
Sedat Akayoglu ◽  
H. Müge Satar ◽  
Kenan Dikilitas ◽  
Nazlı Ceren Cirit ◽  
Sibel Korkmazgil
Keyword(s):  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Language Teachers ◽  
Digital Tools ◽  
University Professors ◽  
Policy Makers ◽  
Social Media Platforms ◽  
Information And Communication

With rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs’ conceptualisation of digital literacy. This included an exploration of how PTs defined this concept, what kind of tools they used, and for which purposes they preferred to use digital tools. First, we found that PTs concept of digital literacy consist of many levels from knowledge to use, and to critical, creative, and collaborative use. Second, we observed that university professors play an important role in the development of digital literacy levels of PTs. Third, it was found that PTs use social media platforms heavily for various purposes, however, we identified a need for further guidance in supporting PTs' use of these platforms for their professional development. The findings of this study shed light on the current digital literacy skills of PTs in Turkey and will be beneficial for educational policy makers and teacher trainers in teacher education for the twenty-first century.

Aligning Children's Books With Digital Tools for Reader Response

2020 ◽  
pp. 232-259
Author(s):  
Kristin H. Javorsky ◽  
Laurie A. Friedrich ◽  
Lauri Nichols ◽  
Guy Trainin
Keyword(s):  
Struggling Readers ◽  
Literacy Practices ◽  
New Literacies ◽  
Teacher Education Program ◽  
Project Based Learning ◽  
Digital Tools ◽  
After School ◽  
Young Learners ◽  
After School Program ◽  
Authentic Literacy

Through an exploration of three vignettes, the authors share innovative ways young learners and their teachers are responding to children's literature using digital tools in the context of new literacies. In the first example, primary grade students use digital tools to gain agency in their literacy practices as part of project-based learning within a STEAM curriculum. In the second, struggling readers in an after-school program integrate traditional and out-of-school literacies to produce authentic literacy products outside the constraints of standards and established curricula. Finally, an example from a teacher education program shows how the next generation of teachers can become leaders in the use of new literacies through their own experiential learning. Despite the differences in context and content of each vignette, all three demonstrate strong use of literacies pedagogy to guide selection of digital tools for the creation and consumption of text.

scholarly journals Digital literacy practices in tertiary education: A case of EFL postgraduate students

2021 ◽  
Vol 8 (2) ◽  
pp. 622-641
Author(s):  
Aji Budi Rinekso ◽  
Rojab Siti Rodliyah ◽  
Intan Pertiwi
Keyword(s):  
Academic Writing ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Tertiary Education ◽  
Academic Research ◽  
Digital Tools ◽  
Digital Information ◽  
Journal Articles ◽  
Structured Interviews ◽  
Postgraduate Students

Over the past few decades, technologies grew rapidly, transforming traditional instructions to be more digitalized and stimulating many researchers to study digital literacy practices in a school-educational context. However, studies exploring digital literacy practices in the context of tertiary education are still scarce. Within the qualitative approach, this study investigated digital literacy practices by EFL (English as a Foreign Language) postgraduate students. Moreover, it intensively discusses the kinds of digital tools used by the participants and the purposes of using them. Additionally, the way the participants conceptualized digital literacy was also elaborated. Thirty-four EFL Master students of a public university in Bandung, Indonesia, participated in this study. An online open-ended questionnaire and semi-structured interviews were applied in data collection. Meanwhile, eight dimensions of digital literacy in the Hague and Payton’s frameworks were used as the basis of the thematical analysis of the interview data. Results showed that the participants conceptualized digital literacy as soft skills for managing digital information covering the acts of searching, comprehending, evaluating, creating, and sharing. The prominent result of this study relates to how the participants used digital tools for academic/research and general purposes. Subsequently, this study recommends that tertiary education institutions provide more training on maximizing digital tools for academic writing and broader access to prepaid journal articles. Further exploration of lecturers’ digital literacy practices is highly recommended. 

scholarly journals “Actually, that’s not really how I imagined it”: Children’s divergent dispositions, identities, and practices in digital production

2014 ◽  
Vol 3 ◽  
pp. 25-53
Author(s):  
Beth Buchholz
Keyword(s):  
Digital Literacy ◽  
Literacy Practices ◽  
Research Question ◽  
Ways Of Knowing ◽  
Digital Videos ◽  
Fine Grained ◽  
Multimodal Analysis ◽  
Digital World ◽  
Think Alouds ◽  
Digital Book

This case study explores the range of social and digital literacy practices in which a group of 4th to 6th grade students engaged while collaboratively creating digital book trailers—one‐ to two-minute digital videos designed to entice classmates to read a particular book. The research question framing this work is how do these children’s ways of knowing and being in the world impact their multimodal production processes? Fine‐grained multimodal analysis was combined with retrospective think‐alouds and ethnographic fieldwork to uncover traces of practice that were sedimented in their digital texts. The analysis highlights the importance of developing methodological tools for studying digital composition processes, given that much of the research in this area has focused on analyzing the final products using multimodal content analysis. The findings reveal divergent practices around image selection and representation that suggest contrasting ethea of remixing culture. Implications include considering the visual arts as a potential entry point for supporting students’ critical engagement in the digital world.

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