‘I don't even know what blogging is’: the role of digital media in a five-year-old girl's life

Teichert, Laura; Anderson, Ann

doi:10.1080/03004430.2013.875540

Cited by 10 publications

(6 citation statements)

References 22 publications

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“…It does, however, necessitate a recognition that resources for communication are richer, more diverse, and more flexible than before. Davies's (2014) highlight the entanglement of the digital and nondigital in everyday life as people move fluidly among devices, modes, and media (see also, e.g., Lewis, 2013;Teichert & Anderson, 2014). The significance of repertoire, then, is not just about an incremental expansion of the kinds of texts that students produce but providing contexts in which students can draw in open-ended ways across this developing repertoire: to combine and remix varied textual and linguistic practices within contexts that matter to them.…”

Section: Cathy Burnett Is a Professsor Of Literacy Education In The Smentioning

confidence: 99%

“…It does, however, necessitate a recognition that resources for communication are richer, more diverse, and more flexible than before. Recognize and build on students’ repertoires of textual practices: Studies like Davies's () highlight the entanglement of the digital and nondigital in everyday life as people move fluidly among devices, modes, and media (see also, e.g., Lewis, ; Teichert & Anderson, ). The significance of repertoire, then, is not just about an incremental expansion of the kinds of texts that students produce but providing contexts in which students can draw in open‐ended ways across this developing repertoire: to combine and remix varied textual and linguistic practices within contexts that matter to them. Acknowledge the role of multimodality in meaning making: Literacies are always multimodal, but an explicit recognition of multiple modes can enable students to explore, develop, and convey meanings in ways that may otherwise be overlooked.…”

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confidence: 99%

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The Challenge of 21st‐Century Literacies

Burnett¹,

Merchant²

2015

J Adolescent & Adult Lit

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In the second edition of their influential book New Literacies: Everyday Practices and Classroom Learning, Lankshear and Knobel argued that engagement with these practices was “largely confined to learners’ lives in spaces outside of schools.” That was nearly 10 years ago, and in some respects, very little has changed. In many classrooms, there is a lot more technology than there was back then; for instance, the provision of interactive whiteboards, desktops, laptops, and portable devices is better, and there is a greater variety of software and hardware on offer. Yet, even when equipment is available, up to date, and in good working order, problems of curricular integration still arise. Despite all the rhetoric about the importance of new or digital literacies in education, recent curricular reforms and their associated assessment regimes have tended to privilege traditional literacy skills and printed text. An expansive view of new literacies in practice seems hard to realize. Why should this be the case?

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Section: Cathy Burnett Is a Professsor Of Literacy Education In The Smentioning

confidence: 99%

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confidence: 99%

The Challenge of 21st‐Century Literacies

Burnett¹,

Merchant²

2015

J Adolescent & Adult Lit

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“…Overall, the studies were wide-ranging, including case studies of children interacting with technology in home and classroom settings (Teichert and Anderson, 2014; Wohlwend, 2009); studies of how teachers deign for children's digital experiences in their classrooms (Cviko et al., 2013); examination of patterns in technology access from the Early Childhood Longitudinal Study (Judge et al., 2006); and a variety of intervention studies in which digital technologies were employed in conjunction with early literacy instruction.…”

Section: Resultsmentioning

confidence: 99%

Early literacy research, 2006–2015: A decade of measured progress

Teale

Whittingham

Hoffman

2018

Journal of Early Childhood Literacy

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This review examines patterns found in early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research found in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006–2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children.

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“…At the same time, it does not seem feasible that the screen time debate will be diminished unless researchers begin to focus on screens other than televisions and computers. In this review, only four publications were found to have cited at least one of the AAP position statements and examined new media technologies (Alessi & Alessi, 2008;Hoffman & Paciga, 2014;Tarasuik, Galligan, & Kaufman, 2011;Teichert & Anderson, 2014). Although it is somewhat promising that 14 of the reviewed publications focused on both traditional and mobile media, this number is still very small when compared to the 78 publications solely focused on traditional media.…”

Section: Impact Of the American Academy Of Pediatrics' (Aap) Positionmentioning

confidence: 99%

A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

Vatalaro

Culp

Hahs‐Vaughn

et al. 2017

Early Childhood Educ J

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The American Academy of Pediatrics (1999, 2011) recommends no screen time for children under two years and limited screen time for three-and four-year-olds. Despite these recommendations, most young children have easy access to various types of screens. In particular, children's use of mobile media, including tablets and other touch screen devices, is increasing (Common Sense Media, 2013). Even though scholars have highlighted positive uses for mobile media (Christakis, 2014; Radesky, Schumacher, & Zuckerman, 2015) and there are recommendations in place for using mobile media with young children in active, open-ended ways (NAEYC & Fred Rogers Center, 2012), there has been very limited research conducted on the impact of mobile media on young children's development. What is more, as early childhood professionals are beginning to incorporate mobile media into their classrooms, they are struggling with the ability to use these devices in developmentally appropriate ways (Marklund, 2015; Nuttall, Edwards, Mantilla, Grieshaber, & Wood, 2015). The primary purpose of the present study was to examine the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasiexperimental study, which included an eight-week intervention in which the children interacted with one of two types of apps: one classroom used direct instruction vocabulary apps (n = 16) and one classroom used open-ended vocabulary apps (n = 15). Two classrooms served as control groups (n = 18; n = 14) which used apps that were Kushner, Stephanie Propst, Brooke Rusoff, Rachel Sherman, and Cathy Twyman for your professionalism, flexibility, and enthusiasm for assessment. In particular, thank you viii to Amanda Barnes, whose eagerness to learn about research was inspiring and who went above and beyond to ensure the quality of my data. I am forever grateful to my mentors, committee members, and UCF ECDE family. Thank you to Lap Nguyen, who embarked on this PhD journey with me and helped me to realize when it was time to take a break. I am grateful to Dr. Judit Szente who encouraged me to enroll in the PhD program, supported publication efforts, and was always willing to assist me. Thank you to Dr. Judy Levin who believed in me throughout my undergraduate, masters, and doctoral careers and who, despite being the hardest working person I know, was never too busy to listen. Thank you to Dr. Debbie Hahs-Vaughn for her expertise in statistics and always finding time to assist when I needed guidance. Thank you to Dr. Rex Culp for his encouragement and enthusiasm. Thank you to Dr. Laurie Campbell for being a wonderful mentor and support system. I would also like to thank Ms. Jill Goodman for providing expert advice on the apps chosen for this study and guiding me in the development of the iPad assessments and intervention plans. Finally, thank you to my chair, Dr. A...

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‘I don't even know what blogging is’: the role of digital media in a five-year-old girl's life

Cited by 10 publications

References 22 publications

The Challenge of 21st‐Century Literacies

The Challenge of 21st‐Century Literacies

Early literacy research, 2006–2015: A decade of measured progress

A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps

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