Flewitt on cultural artefacts

Posted August 27th, 2021.
Cataloged under Learning and Children’s media

“[...] we regard literacy learning as social in origin and mediated through action and interaction using cultural artefacts. These artefacts evolve over time as societies develop, and in the current era, we argue that literate activity is characterised by the use of both print and digital media. Particularly when using digital devices, meanings can be expressed through multiple modes of symbolic representation, such as combinations of spoken and written language, images, icons, sounds, layout and animation.”

Related items

Cahill & McGill-Franzen on trans-literacy

Posted August 27th, 2021. (Permalink)
Cataloged under Children, Children’s media and Learning

Reading e-books promotes traditional literacy skills and is particularly supportive in the area of vocabulary development, and young children’s interaction with enhanced digital books also advances their facility to communicate and comprehend across modes and platforms, sometimes called trans-literacy development.

Takacs on children’s multimedia

Posted September 2nd, 2021. (Permalink)
Cataloged under Children, Children’s media, Learning and Technology

As motion and zooming may direct children’s attention to a detail of the illustration in a similar way as an adult pointing at the detail and providing comments or explanations, multimedia may be just as beneficial in supporting story and language comprehension as interaction with an adult explaining the meanings of the story and sophisticated words in the narration.

Flewitt on iPad use

Posted August 27th, 2021. (Permalink)
Cataloged under Children’s media, Learning and Technology

[...] well planned literacy-related iPad activities stimulated children’s motivation and concentration, and offered rich opportunities for communications, collaborative interaction, independent learning and enthusiastic learning dispositions. [...] immediate feedback, along with tangible and satisfying end products, motivated children to engage deeply with iPad-based literacy activities, which as one practitioner commented, attracted their attention like ‘bees to a honeypot’