Intergenerational Learning Events Around the Computer: A Site for Linguistic and Cultural Exchange

Abstract

Intergenerational learning events around the computer: a site for linguistic and cultural exchangeThe computer is widely recognised as a cultural tool with the potential to enhance learning, and children are considered to develop ICT skills with particular facility. However, young children still require assistance in order to gain the maximum educational benefit. This study investigates how such assistance was given to 3-6 year olds by their grandparents, in Sylheti/Bengali-speaking families and monolingual English-speaking families living in East London. A multimodal analysis of videorecorded computer activities reveals the reciprocity of teaching and learning taking place between the generations. In each case, grandparents and grandchildren combined their resources in order to negotiate the activity, with adults usually providing knowledge of literacy and numeracy whilst children helped with computer skills. The intergenerational exchange was especially evident in Sylheti/Bengalispeaking families, where grandparents were less familiar with English or with the computer and operated bilingually with their grandchildren to co-construct learning. However, the support offered by grandparents was found to have common elements in all families, as they helped children to structure the learning event, maintain concentration and accomplish tasks relying on linguistic and cultural knowledge.

Young children’s initiation into family literacy practices in the digital age

“…A number of chapters in an edited collection by Gregory et al (2004) outline the role that siblings and grandparents play in constructing children’s understanding of literacy. This work outlines how ‘parental ethnotheories’ (Kenner et al, 2008) – cultural systems of beliefs within families – not only shape parents and children’s literacy practices, but impact on textual interactions between children and other family members. In this article, therefore, we aim to address the following research questions:…”

“…Much of the interaction with digital technologies was undertaken with other family members. While intergenerational literacy practices have been considered in relation to print literacy (Kenner et al, 2008), there has been limited consideration of the way in which young children’s digital literacy practices are integrated into these family practices. There were numerous examples in these four case studies of family members interacting with the children in this study with regard to multimodal texts on screens, which are outlined in Table 4.…”

“The people I grew up with”: The role of sociodemographic factors in early memories in an Italian sample

“…In terms of how this extended family network affects the narrative environment for the child, grandparents' narratives, even when not directly addressing the child, might enhance the child's SOCIODEMOGRAPHIC FACTORS IN EARLY MEMORY 191 narrative development and the acquisition of a shared family history (Bengtson, 2001;Kenner, Ruby, Jessel, Gregory, & Arju, 2008). In turn, the narrative environment and shared family history are key aspects of autobiographical memory development (Nelson & Fivush, 2004;Reese & Fivush, 2008).…”

The role of a social context for ICT learning and support in reducing digital inequalities for older ICT users

“…grandchildren, school pupils, college students) help older people to use ICTs and in exchange older people share some of their life experiences/skills are reported to have a positive impact on the older participants' selfefficacy (Meyer et al, 2002) and competency levels (McPake et al, 2005;Kenner et al, 2008). However this type of support is not without its disadvantages: it may not always to be available in a timely or appropriate way; some 'helpers' (especially grandchildren) tended to perform operating procedures too fast for the older learner to follow.…”