A pedagogy of multiliteracies : Young children and multimodal learning with tablets

The data reported in this paper are part of a larger case study with children from 2 to 12 years of age, that took place over 4 years. The data reported here pertains to children in the age range 4-8 years of age in Australia. The children were from low socio-economic schools in one Australian state...

Full description

Saved in:
Bibliographic Details
Published in:British journal of educational technology 2018-09, Vol.49 (5), p.847-858
Main Author: Yelland, Nicola J.
Format: Article
Language:English
Subjects:
Age
Case studies
Child development
Children
Colleges & universities
Digital technology
Early childhood education
Ecological monitoring
Educational Strategies
Educational Technology
Emergent Literacy
Foreign Countries
Handheld Devices
Learning
Low Income Students
Multimedia
Multiple Literacies
New technology
Participant Observation
Pedagogy
Tablet computers
Tablets
Teachers
Teaching Methods
Teaching process
Technology Uses in Education
Telecommunications
Young Children
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The data reported in this paper are part of a larger case study with children from 2 to 12 years of age, that took place over 4 years. The data reported here pertains to children in the age range 4-8 years of age in Australia. The children were from low socio-economic schools in one Australian state. The study was concerned with providing empirical evidence about learning ecologies in which teachers designed multimodal experiences to support young children to become literate in the 21st century. Using a participant observation methodology, both the pedagogical strategies and learning experiences of young children were documented in the form of narratives of early childhood practices. The aim was to consider the potential for new learning with new technologies, and to support teachers to use tablets to transform their pedagogies and practices in the early years. The approach taken was to use the theoretical constructs of new learning and a pedagogy of multiliteracies as the focus for designing the new learning ecologies. In this way, we moved away from an emphasis on digital childhoods to create contexts for multimodal learning in the 21st-century childhoods. In doing this, the documented learning stories have multimodality as a uniting element, and digital technologies are viewed as being complimentary to other resources, rather than alternatives, or in competition with, traditional modalities. The paper illustrates the ways in which these multimodal learning ecologies can work to support emergent literacy which is viewed as a foundational skill needed by all children in order to thrive in their learning. [Author abstract]
ISSN:0007-1013
1467-8535
DOI:10.1111/bjet.12635