Young Children’s Imaginative Play and Dynamic Literacy Practices in the Digital Age

Sintonen, Sara; Kumpulainen, Kristiina; Vartiainen, Jenni

doi:10.1108/978-1-78714-879-620181002

Cited by 8 publications

(13 citation statements)

References 23 publications

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“…The findings of the research papers in this systematic review posited that educators are required to carry out digital storytelling projects for approximately 8 to 14 weeks to observe the improvement in pupils' speaking skills. The authors of [4] stated that digital storytelling contains a variety of attributes that enhance the speaking skills of the students, and there are numerous elements of effective digital stories that facilitate the ability of the student to speak more effectively. In essence, digital storytelling makes it possible for the students to construct digital stories and personal experiences and thereby improve their own understanding of the matter and thus allows them to speak more fluently [3].…”

Section: Discussionmentioning

confidence: 99%

“…Due to technological development and advancement in the world, digital tools and appliances have started to become commonplace, especially in the classroom, and this presents an opportunity to expand the abilities of students to learn to speak efficiently using digital storytelling [3,4,18]. Hence, as a result, the objective of the paper is to examine the role of digital storytelling in improving students' speaking abilities.…”

Section: Aim Of Current Systematic Reviewmentioning

confidence: 99%

“…These multimedia elements are combined by using software to tell a story that revolves around a specified kind of theme or even a topic and usually contains the point of use. Researchers claim that the benefits of digital storytelling are significant in facilitating the improvement in speaking skills among students [4].…”

Section: Introductionmentioning

confidence: 99%

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A Systematic Review of Digital Storytelling in Improving Speaking Skills

Nair¹,

Yunus²

2021

Sustainability

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Educational systems frequently employ technological equipment in a variety of ways to make lessons in an English Language classroom fun and meaningful. For both students and instructors, digital storytelling (DST) has evolved into a useful instructional tool that can be utilised in the teaching and learning process. To answer the research question on the role of digital storytelling in improving students’ speaking skills, The Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) was used to systematically review 45 articles sourced from Google scholar and ERIC, and most of these articles highlight the importance of digital storytelling as a contemporary teaching methodology. These articles showed that digital storytelling can be used as a useful tool by educators in improving students’ speaking skills from various levels of education, ranging from primary to tertiary education. Most of the authors of these research papers provided empirical proof that substantiated the advantages of employing digital storytelling in the classroom to help pupils communicate and speak more effectively.

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Section: Discussionmentioning

confidence: 99%

Section: Aim Of Current Systematic Reviewmentioning

confidence: 99%

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A Systematic Review of Digital Storytelling in Improving Speaking Skills

Nair¹,

Yunus²

2021

Sustainability

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“…While storytelling can indeed be relaxing and entertaining, it also has the advantage of communicating narrative structures. These involve the elements of setting, theme, characters, plot and conflict that allow storytelling to provide a model of speech, a context for learning and a way to expand imagination, which all contribute to literacy development (Sintonen, Kumpulainen, and Vartiainen 2018).…”

Section: Storytelling and Digital Storytellingmentioning

confidence: 99%

Evaluating storytelling activities for early literacy development

Maureen

Meij

Jong

2021

International Journal of Early Years Education

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This study reports on the effectiveness of an organised set of storytelling activities that aimed to enhance early literacy development. There were three conditions in the study. In the control condition, regular literacy development activities took place. In one experimental condition, the set of activities included oral storytelling. In the other experimental condition, the activities included digital storytelling. Participants were 59 fourto five-year-old children from three kindergarten classrooms, and the intervention lasted 6 weeks. Children were assessed before and after the intervention for their early literacy skills development using two standardised tests and one nonstandardised test. The results on the standardised tests showed that there was equally strong literacy development in all conditions. On the non-standardised post-test, the children in the experimental conditions did better than the control group. The discussion draws attention to the specific qualities of the intervention for early literacy development, and the benefits of testing this development with a mixture of standardised and dedicated tests.

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“…Studies were undertaken by Alonso Dos Santos et al (2018), Baldus et al (2015), Dessert et al (2015; Hammedi et al (2015), Hollebeek (2011aHollebeek ( , 2011bHollebeek ( , 2014, Kamboj and Rahman (2017) and Sung et al (2010) while seminal in the field, do not provide insight into why children participate in OBCs. Notwithstanding the undoubted digital proficiency of children (Sintonen et al, 2018), the nominal empirical contributions that are available have explored what children, specifically adolescents, do when they have immersed themselves in an OBC, rather than what motivates the initial engagement with the OBC. Given the significant body of literature that explores motivation per se, extraordinarily little is known about children's motivations.…”

mentioning

confidence: 99%

Exploring the motivations to participate in an online brand community: a study of 7–11-year-old children

Thomas

White

Samuel

2021

EJM

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Purpose The purpose of this research is to understand what motivates 7–11-year-old children to participate in online brand communities (OBCs). Prior research has concentrated on prescriptive product categories (games and gaming), predominantly adolescent groups and the social aspects of community engagement and actual behaviour within communities, rather than the motivations to participate with the OBC. This has ultimately limited what has been gleaned, both theoretically and managerially, from this important segment. Design/methodology/approach An interpretive, longitudinal position is adopted, using a sample of 261 children (113 male and 148 female) from across the UK, using event-based diaries over a 12-month period, generating 2,224 entries. Findings Data indicate that children are motivated to participate in a brand community for four reasons: to support and ameliorate pre-purchase anxieties, resolve interpersonal conflicts, exact social dominance in terms of product ownership and perceptions of product knowledge and to actively engage in digitalised pester power. The study also reveals that certain motivational aspects such as conflict resolution and exacting dominance, are gender-specific. Research limitations/implications Knowledge of children’s motivation to engage with OBCs is important for marketers and brand managers alike as the data reveal markedly different stimuli when compared to known adult behaviours in the field. Given the nature of the study, scope exists for significant future research. Practical implications The study reveals behaviours that will assist brand managers in further understanding the complex and untraditional relationships that children have with brands and OBCs. Originality/value This study makes a novel examination of a hitherto little-explored segment of consumers. In doing so, it uncovers the theoretical and practical characteristics of child consumers that contemporary, adult-focussed literature does not recognise. The paper makes an additional contribution to theory by positing four new behavioural categories relating to community engagement – dependers, defusers, demanders and dominators – and four new motivational factors which are fundamentally different from adult taxonomies – social hegemony, parental persuasion, dilemma solving and conflict resolution.

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Young Children’s Imaginative Play and Dynamic Literacy Practices in the Digital Age

Cited by 8 publications

References 23 publications

A Systematic Review of Digital Storytelling in Improving Speaking Skills

A Systematic Review of Digital Storytelling in Improving Speaking Skills

Evaluating storytelling activities for early literacy development

Exploring the motivations to participate in an online brand community: a study of 7–11-year-old children

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