Watching young children “play” with information technology: Everyday life information seeking in the home

Given, Lisa M.; Winkler, Denise; Willson, Rebekah; Davidson, Christina; Danby, Susan; Thorpe, Karen

doi:10.1016/j.lisr.2016.11.007

Cited by 32 publications

(32 citation statements)

References 66 publications

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“…Research on information access, seeking, and representation in leisure settings, migration, healthcare, and the home has expanded information science beyond contexts such as schools and libraries, which continue to be focal points in the field (Allard 2015;Cox and Blake 2011;Dali 2013;Given et al 2016;Gorichanaz 2015;Hartel 2010;Lloyd 2014a;Loudon, Buchanan, and Ruthven 2016;McKenzie 2010;Quirke 2015;Tinto and Ruthven 2016;Huvila 2013;Lloyd 2009;Molopyane and Fourie 2015;Pilerot 2016;Takhteyev 2012). Although religious practice is another important part of everyday life (refer to, e.g., Statistics Canada 2013), with the exception of a small number of studies on information seeking and use among Christian clergy (e.g., Michels 2014;Roland 2012;Roland and Wicks 2009), research about the role of information in religious practice remains marginal.…”

Section: Introductionmentioning

confidence: 99%

Information Sharing as Embodied Practice in a Context of Conversion to Islam

Guzik¹

2018

Library Trends

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This article works to extend two emerging areas in information scholarship: religious practice and embodiment. By reporting on completed research about information practices among Muslim converts in the Toronto, Ontario, Canada area (Guzik 2017), this article reveals how information is shared in the context of religious transitions that take place within a contentious political landscape. Research was guided by ethnography and involved participant observation, semistructured interviews, and timeline drawings (Bagnoli 2009; Sheridan, Chamberlain, and Dupuis 2011). While additional themes related to navigation and authority were identified through the use of constructivist grounded theory (Charmaz 2006), this article focuses specifically on how research participants express and exchange information through nonwritten sources such as clothing items, spoken words, and creative products. The article considers the visibility of information when it is carried on the body as religious symbols, and the implications that this visibility has for accessing expertise, places of worship, and secular public spaces. It also highlights how creative pursuits allow Muslim converts to become information producers and publishers, rather than mere consumers. These roles of production may involve written documents (e.g. sacred texts, scholarly articles, blog posts), but they are primarily expressed through physical actions and spoken words.

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Section: Introductionmentioning

confidence: 99%

Information Sharing as Embodied Practice in a Context of Conversion to Islam

Guzik¹

2018

Library Trends

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“…This paper presents the quantitative results of the analysis. An inductive, thematic analysis was also completed with the dataset, to examine the children's activities in the context of the theory of everyday life information seeking; those results are published elsewhere (Given et al, ).…”

Section: Methodsmentioning

confidence: 99%

Documenting young children's technology use: Observations in the home

Given

Winkler

Willson

et al. 2014

Proc of Assoc for Info

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While there has been much interest in children's use of different technologies, research is often done with school‐age children in their classrooms. This exploratory research study looks at fifteen preschool children (aged three to five) in Queensland, Australia and their use of different technologies in their own homes. This paper examines data from a checklist of technologies available in the home and video recording data of children's interactions with online technologies and other people captured by parents, which were analyzed using a modified ‘seating sweeps’ (Given & Leckie 2003) approach to gain a detailed, descriptive analysis of the home environment. A range of technologies are available to children, with the television and DVD player being most common in the home. Unlike desktop and laptop computers, which were restricted to adult use in half of homes, mobile computing devices (e.g., tablets and smartphones) were quite prevalent and generally available for children's use. In almost all cases children used devices designed for adults and often used them in common spaces in the home, such as the home office (38%) or living room (36%). Many children (45%) engaged independently with technology, able to accomplish activities and learn on their own. This study contributes to a growing body of literature about how young children connect to technology and the growing digital world around them. Examining children's interaction with technology and in the home environment allows researchers to better understand the role of technology in children's lives.

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“…In her study, Palaiologou (2016) reported that digital activities were integrated into children's interactions with parents and personal explorations. In an observational study, Given et al (2016) found evidence that young children can combine digital technologies with their social and dramatic play and their offline literacy and numeracy learning in the home. Overall, few studies have focused their attention on children's agency or creative use of digital media in homes.…”

Section: Research Insights Into Children's Digital Literacy Practicesmentioning

confidence: 99%

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

Kumpulainen

Sairanen

Nordström

2020

Journal of Early Childhood Literacy

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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.

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Watching young children “play” with information technology: Everyday life information seeking in the home

Cited by 32 publications

References 66 publications

Information Sharing as Embodied Practice in a Context of Conversion to Islam

Information Sharing as Embodied Practice in a Context of Conversion to Islam

Documenting young children's technology use: Observations in the home

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

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