Screen-based literacy practices in Swedish primary schools
Publication details
| Year: | 2016 |
| DOI: | 10.18261/issn.1891-943x-2016-02-01 |
| Issued: | 2016 |
| Language: | English |
| Volume: | 10 |
| Issue: | 02 |
| Start Page: | 86 |
| End Page: | 103 |
| Editors: | |
| Authors: | Andersson P.; Sofkova Hashemi S. |
| Type: | Journal article |
| Journal: | Nordic Journal of Digital Literacy |
| Publisher: | Scandinavian University Press / Universitetsforlaget AS |
| Topics: | Learning; Literacy and skills; Internet usage, practices and engagement |
| Sample: | Three Year One classrooms followed at three public primary schools (named South, North and West) in western Sweden. A total of twelve focal pupils (aged 7–8) were studied, four from each class, equally distributed with regard to gender and academic achievement. |
| Implications For Parents About: | Parenting guidance / support |
| Implications For Educators About: | Professional development; Other |
Abstract
This paper contributes to the discussion of digital literacies in early literacy education. We focus on the nature of screen-based literacy practices in relation to print-based, paper-pen practices in the early years of schooling when pupils learn to read and write (aged 7–8). Our results show that pupils engage in several diverse screen-based practices, although they are conventional in nature. However, aspects of blogging and tweeting do approach the characteristics of “new literacies” as defined in previous research.
Outcome
"Our results show that pupils engage in several diverse screen-based practices, although they are conventional in nature. However, aspects of blogging and tweeting do approach the characteristics of “new literacies” as defined in previous research." (Authors, in Abstract)