‘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 25 publications

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“…However, over the last decade, research has documented the opposite: children continue to be interested in non-digital activities, as well as digital ones (e.g. Kucirkova, Littleton and Kyparissiadis, 2018; Rideout, 2017; Stephen et al., 2008; Teichert and Anderson, 2014). Many of these studies have been situated in sociocultural perspectives of learning and development, which posits that young children are socialized into the social and cultural practices of their communities by engaging with relevant tools from their communities.…”

Section: Research On Young Children’s Screen Timementioning

confidence: 99%

Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son

Teichert

2020

Journal of Early Childhood Literacy

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The literature on infant and toddler screen time has been built on two traditions—cognitive models of learning and sociocultural models of learning. Cognitive studies have cautioned against the use of screen time for young children because clinical research has not shown children can learn as effectively from screens as they do from human interaction and might delay children’s cognitive development. Conversely, qualitative research has described the social ways children learn and use digital technology through social interactions with other people in their homes. This paper reports on an autoethnographic study of how digital tools were embedded in the everyday ways of life in my home during my son’s first 18 months of life. I present a first-hand account of the tensions I experienced as I grappled with the American Academy of Pediatrics’ recommendation of no, ‘digital media use (except video-chatting) in children younger than 18–24 months’ (p. 3). I juxtapose screen time recommendations with the everyday realities of my life as a first-time mother in the 21st century. Throughout the study, I was enmeshed in two roles—researcher and mother—and drew on phenomenology to describe my infant son and my lived experiences using digital technology in our home. My researcher persona was influenced by the traditions and perspectives of sociocultural theories and new literacy studies and the positive learning that can occur while using digital technology. I noted how digital tools were ingrained in daily moments and ways of life, particularly those which used the TV and smartphones, and could not be removed. Yet, my mother persona felt guilty about our use of digital technology and I struggled with the messages I received from news and social media that warned against screen time for infants and toddlers.

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Section: Research On Young Children’s Screen Timementioning

confidence: 99%

Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son

Teichert

2020

Journal of Early Childhood Literacy

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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%

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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“…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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‘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 25 publications

Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son

Negotiating screen time: A mother’s struggle over ‘no screen time’ with her infant son

The Challenge of 21st‐Century Literacies

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

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