Young children’s exploration of semiotic resources during unofficial computer activities in the classroom

Abstract

The article describes and discusses the learning potential of unofficial techno-literacy activities in the classroom with regards to Swedish 7—8-year-olds’ exploration of semiotic resources when interacting with computers. In classroom contexts where every child works with his or her own computer, such activities tend to take up a substantial amount of time. The children have access to a wide range of sites and programs and show an interest in discovering these resources. The article thus explores a previously often neglected site for learning, located in the official classroom context but involving self-chosen activities with contemporary technology. In terms of theory and methodology, social semiotic ethnography is introduced into the field of young children’s techno-literacies. It is illustrated how a social semiotic approach allows for a more detailed analysis of the semiotic resources, whereas ethnographic data are necessary for an understanding of how such resources are put to use.

Technology in L1: A review of empirical research projects in Scandinavia 1992-2014

“…Elmfeldt & Erixon (2007), and Erixon et al (2012) relate to North American media philosophy and theories on media ecology together with educational sociology (Basil Bernstein). Other theoret-ical standing points are social semiotic and ethnography (Björkvall & Engblom, 2010), Systemic Functional Linguistics , genre theory and multimodality (Hultin & Westman, 2013 a,b;Lundström & Olin-Scheller, 2010), the latter in combination with narrative theory and visual literacy .…”

“…Seven studies deal with secondary and upper secondary school (Elmfeldt & Erixon, 2007;Erixon et al, 2012Lundström & Olin-Scheller, 2010) and five deal with preschool and primary school Björkvall & Engblom, 2010;Hultin & Westman, 2013a;2013b;Sofkova Hashemi, 2013). Swedish as a school subject has a firmer identity in secondary and upper secondary studies than in preschool and primary school.…”

Screen-based literacy practices in Swedish primary schools

“…Studies on multiliteracies and classroom context are very important. Björkvall & Engblom (2010) have shown that unofficial computer activities (their term) guided by the interests of the child have learning potential, for example in offering 2. For an overview of reading and writing pedagogies in relation to new literacies, see Andersson (2011).…”

“Evil Cats” and “Jelly Floods”: Young Children’s Collective Constructions of Digital Art Making in the Early Years Classroom

“…By focusing on everyday use, the researcher is seeking to understand how the material resources are 'semiotized' i.e. transformed into semiotic resources (Bjorkvall & Engblom, 2010). In the case of digital art-making, a focus on everyday use might take the form of gathering 'talk around text' (Lillis, 2008, p. 355) to see how various social influences are unfolding through semiotic processes that lead to the young child's artwork.…”