Digital Media and Emergent Literacy

Hisrich, Katy E.; Blanchard, Jay

doi:10.1080/07380560903360160

“…Children's exploration of print via digital tools (e.g., desktop computers) in the home environment also has a positive influence on emergent literacy skills (e.g., Hillman & Marshall, 2009;Hisrich & Blanchard, 2009;McManis & Gunnewig, 2012;Van der Kooy-Hofland et al, 2011). For example, e-books can foster word recognition and writing and phonological awareness .…”

Section: The Home Literacy Environmentmentioning

confidence: 99%

Young children's use of touch screen tablets for writing and reading at home: Relationships with emergent literacy

Neumann

¹

2016

Computers & Education

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Young children's literacy experiences at home affect the emergence of literacy skills. Due to the increasing use of touch screen tablets (e.g., iPads) in homes and early education settings it is important to investigate how these digital tools influence the development of emergent literacy. The present study examined the relationships between children's (N = 57; aged 2 to 4 years) emergent literacy skills and home use of tablets for writing and reading. Correlational analysis showed a positive association between children's access to apps and print knowledge. A positive association was found between the frequency of writing with tablets and print awareness, print knowledge, and sound knowledge. No associations occurred between emergent literacy skills and frequency of e-book reading. The findings suggest that tablet writing is potentially a key activity to support emergent literacy learning and requires further investigation.

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“…As Burnett (2009) discusses, there is a growing call from education researchers for curricula to incorporate digital media into literacy teaching programmes and to reflect children's interests and the profound and extensive changes in contemporary literacy practices (Hisrich and Blanchard, 2009;Kalantzis et al, 2010;Underatuin, 2011). Yet in the UK, government-sponsored evaluations of early years, primary and secondary education report that technology has only erratically been integrated into learning (Office for Standards in Education, 2008).…”

Section: Early Literacy Digital Devices Power and Identitymentioning

confidence: 99%

New directions for early literacy in a digital age: The iPad

Flewitt

¹

,

Messer

²

,

Kucirkova

³

2014

Journal of Early Childhood Literacy

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In this paper, we discuss how iPads offer innovative opportunities for early literacy learning but also present challenges for teachers and children. We lent iPads to a Children's Centre nursery (3-to 4-year-olds), a primary school reception class (4-to 5-year-olds) and a Special School (7-to 13-year-olds), discussed their potential uses with staff in pre-and post-interviews and observed how they were integrated into practice over a two-month period. We found variability in the ways iPads were used across the settings, but a commonality was that well-planned; iPad-based literacy activities stimulated children's motivation and concentration. They also offered rich opportunities for communication, collaborative interaction, independent learning, and for children to achieve high levels of accomplishment. In some cases, this led teachers favourably to re-evaluate the children's literacy competence, and enabled children to construct positive images of themselves in the literacy classroom. Practitioners particularly valued the opportunities iPads afforded to deliver curriculum guidelines in new ways, and to familiarise all students with touch-screen technologies.

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“…As Burnett (2009) discusses, there is a growing call from education researchers for curricula to incorporate digital media into literacy teaching programmes and to reflect children's interests and the profound and extensive changes in contemporary literacy practices (Hisrich and Blanchard, 2009;Kalantzis et al, 2010;Underatuin, 2011). Yet in the UK, government-sponsored evaluations Flewitt et al 3 of early years, primary and secondary education report that technology has only erratically been integrated into learning (Office for Standards in Education, 2008).…”

Section: Early Literacy Digital Devices Power and Identitymentioning

confidence: 99%

Research as Relational Agency: Expert Ethnographers and the Cultural Force of Technologies

Hasse¹

2017

Working Relationally in and Across Practices

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In this paper, we discuss how iPads offer innovative opportunities for early literacy learning but also present challenges for teachers and children. We lent iPads to a Children's Centre nursery (3-to 4-year-olds), a primary school reception class (4-to 5-year-olds) and a Special School (7-to 13-year-olds), discussed their potential uses with staff in pre-and post-interviews and observed how they were integrated into practice over a two-month period. We found variability in the ways iPads were used across the settings, but a commonality was that well-planned; iPad-based literacy activities stimulated children's motivation and concentration. They also offered rich opportunities for communication, collaborative interaction, independent learning, and for children to achieve high levels of accomplishment. In some cases, this led teachers favourably to re-evaluate the children's literacy competence, and enabled children to construct positive images of themselves in the literacy classroom. Practitioners particularly valued the opportunities iPads afforded to deliver curriculum guidelines in new ways, and to familiarise all students with touch-screen technologies.

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Digital Media and Emergent Literacy

Cited by 28 publications

References 22 publications

Young children's use of touch screen tablets for writing and reading at home: Relationships with emergent literacy

Young children's use of touch screen tablets for writing and reading at home: Relationships with emergent literacy

New directions for early literacy in a digital age: The iPad

Research as Relational Agency: Expert Ethnographers and the Cultural Force of Technologies

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