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FAMILY DIGITAL LITERACY                                     JACKIE MARSH, UNIVERSITY OF SHEFFIELD                         ...
STRUCTURE OF TALK                      FAMILY DIGITAL LITERACY PROJECT                      EMERGENT DIGITAL LITERACY     ...
FAMILY DIGITAL     JACKIE MARSH,   PETER HANNON, MARGARET MITCHELL AND LOUISE RITCHIE               LITERACY PROJECTSunday...
BACKGROUND TO THE STUDY                      PREVIOUS FAMILY LITERACY RESEARCH HAS FOCUSED ON                      INTERAC...
RESEARCH QUESTIONS                      WHAT IS THE NATURE OF YOUNG                      CHILDREN’S DIGITAL LITERACY PRACT...
METHODOLOGY: PARENTS AS               CO-RESEARCHERS                      FOUR PARENTS OF CHILDREN AGED BETWEEN 2 AND 4 ID...
LUBNA (CHILD 1)       AGED 3             LUBNA LIVED WITH HER             PARENTS AND OLDER             BROTHER AND SISTER...
FAROOQ (CHILD 2)          AGED 2             FAROOQ LIVED WITH HIS             MOTHER, WAFEEQA, FATHER AND             OLD...
GRACE (CHILD 3)            AGED 4          GRACE LIVED WITH HER PARENTS          AND YOUNG BROTHER. HER          MOTHER, A...
SOHAIL (CHILD 4)           AGED 2            SOHAIL LIVED WITH HIS MOTHER,            SAIRA, HIS FATHER AND HIS UNCLE     ...
TOTAL                                                       NUMBER OF                                PROJECT     PROJECT  ...
DIGITAL PRACTICES - 1                      SINGING, DANCING, TALKING TO/ IN FRONT OF TV                      WATCHING TV O...
DIGITAL PRACTICES                      II                      USING MOBILE PHONE TO TAKE PHOTOGRAPHS                     ...
DIGITAL PRACTICES - III                      USING A DIGITAL CAMCORDER AND CAMERA                      ATTEMPTING OPERATIO...
Sunday, 22 May 2011
MULTILINGUAL DIGITAL           LITERACIES         He’s got an Arabic teacher, like a little         laptop, and it teaches...
EMERGENT DIGITAL LITERACY          Wafeeqa: 	 When it goes “do-do-do” and he knows that mum’s....when I                   ...
SCAFFOLDING               He will do, but I don’t think he’s learning when he’s....well he might               be but I do...
I think it is probably quite an untapped tool, the               digital literacy, and it happens kind of organically     ...
Time          Action                          Dialogue                 Notes        0000-0007 Angela moves the camera     ...
Time                Action                               Dialogue                  Notes  0025-0039           Grace looks ...
Time          Action                          Dialogue                    Notes         0054-0056     Grace clicks on a su...
INTERGENERATIONAL DIGITAL LITERACY                                          PRACTICES                         •WATCHING TE...
My dad always video calls. I don’t video call people basically        because it costs me too much from my phone but my da...
A COMPARISON BETWEEN                      EMERGENT LITERACY IN 1986                        AND EMERGENT DIGITAL           ...
PURPOSES FOR LITERACY IN THE HOME               1.     SCHOOL-RELATED ACTIVITY (HOMEWORK, FORMS AND LETTERS FROM          ...
1. SCHOOL-RELATED ACTIVITY -                       NO COMPARATIVE DATA RELATING TO                       DIGITAL LITERACYS...
2 DIGITAL LITERACY FOR DAILY LIVING      ROUTINES              SHOPPING ONLINE              PAYING BILLS ONLINE           ...
3       DIGITAL LITERACY FOR         WORK                COMPUTER USE FOR WORK                PURPOSES                SEEK...
4 DIGITAL LITERACY FOR PARTICIPATING IN INFORMATION      NETWORKS               USE OF INTERNET TO CONTACT NETWORKED COMMU...
5      DIGITAL LITERACY FOR RELIGION                      USE OF THE INTERNET TO                      DEVELOP NETWORKED   ...
6 DIGITAL LITERACY FOR THE SAKE OF   LEARNING/ TEACHING LITERACY                USE OF COMPUTER                PROGRAMMES ...
7 DIGITAL LITERACY FOR INTERPERSONAL     COMMUNICATION                EMAIL                CHATROOMS                INTERN...
8 DIGITAL STORYBOOK TIME                  PARENTS AND                  CHILDREN                  READING TALKING          ...
Sunday, 22 May 2011
9     DIGITAL LITERACY FOR      ENTERTAINMENT                  TELEVISION/ DVD - FILMS,                  PROGRAMMES       ...
Sunday, 22 May 2011
ORIM AND DIGITAL LITERACY                                TELEVISION                    MOBILE PHONE                       ...
CONCLUSIONS                      FAMILY LITERACY PRACTICES INCLUDE A WIDE                      RANGE OF DIGITAL LITERACY P...
I’d encourage Sohail with the computer and I’m happy          that...because that’s the way forward, you know. And        ...
CONTACT: J.A.MARSH@SHEFFIELD.AC.UKSunday, 22 May 2011
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FAMILY DIGITAL LITERACY - Professor Jackie Marsh

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A presentation given by Professor Jackie Marsh to the REAL Project conference on May 24, 2011.

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Transcript of "FAMILY DIGITAL LITERACY - Professor Jackie Marsh"

  1. 1. FAMILY DIGITAL LITERACY JACKIE MARSH, UNIVERSITY OF SHEFFIELD REAL PROJECT CONFERENCE, 24TH MAY 2011Sunday, 22 May 2011
  2. 2. STRUCTURE OF TALK FAMILY DIGITAL LITERACY PROJECT EMERGENT DIGITAL LITERACY ORIM DIGITAL LITERACY FRAMEWORKSunday, 22 May 2011
  3. 3. FAMILY DIGITAL JACKIE MARSH, PETER HANNON, MARGARET MITCHELL AND LOUISE RITCHIE LITERACY PROJECTSunday, 22 May 2011
  4. 4. BACKGROUND TO THE STUDY PREVIOUS FAMILY LITERACY RESEARCH HAS FOCUSED ON INTERACTIONS AROUND PRINT LITERACY THERE HAS BEEN A RANGE OF RECENT RESEARCH WHICH HAS OUTLINED THE NATURE OF CHILDREN’S ENGAGEMENT IN A RANGE OF DIGITAL LITERACY PRACTICES FROM BIRTH (MARSH ET AL., 2005) THERE IS, THEREFORE, A NEED TO EXTEND PREVIOUS UNDERSTANDING OF FAMILY LITERACY PRACTICES TO INCLUDE A FOCUS ON ENGAGEMENT WITH DIGITAL TEXTS AND ARTEFACTSSunday, 22 May 2011
  5. 5. RESEARCH QUESTIONS WHAT IS THE NATURE OF YOUNG CHILDREN’S DIGITAL LITERACY PRACTICES IN THE HOME? WHAT IS THE NATURE OF CHILDREN’S INTERACTION WITH OTHER MEMBERS OF THE FAMILY AND WIDER NETWORKS IN THEIR DIGITAL LITERACY PRACTICES?Sunday, 22 May 2011
  6. 6. METHODOLOGY: PARENTS AS CO-RESEARCHERS FOUR PARENTS OF CHILDREN AGED BETWEEN 2 AND 4 IDENTIFIED BY THE SCHOOL (ALL MOTHERS) RANGE OF CULTURAL AND EDUCATIONAL BACKGROUNDS ALL 4 ATTENDED MEETING WITH UNIVERSITY TEAM PURPOSE OF THE STUDY AND ETHICAL PROCEDURES DISCUSSED MOTHERS’ ADVICE SOUGHT AND ACCEPTED MOTHERS PROVIDED WITH VIDEO CAMERA, STILL CAMERA AND NOTEBOOK SUPPORT THROUGH HOME VISITS BY RESEARCH TEAM DATA COLLECTED OVER A PERIOD OF 4 WEEKSSunday, 22 May 2011
  7. 7. LUBNA (CHILD 1) AGED 3 LUBNA LIVED WITH HER PARENTS AND OLDER BROTHER AND SISTER. LUBNA’S MOTHER, HUSNA, DESCRIBED THE FAMILY’S ETHNIC ORIGIN AS ‘PAKISTANI’. HUSNA WORKED IN THE HOME AND HER HUSBAND WAS SELF- EMPLOYED. THE FAMILY SPOKE PUNJABI, URDU AND ENGLISH.Sunday, 22 May 2011
  8. 8. FAROOQ (CHILD 2) AGED 2 FAROOQ LIVED WITH HIS MOTHER, WAFEEQA, FATHER AND OLDER BROTHER. WAFEEQA DESCRIBED THE FAMILY’S ETHNIC ORIGIN AS ‘BRITISH PAKISTANI’. WAFEEQA WAS THE MANAGER OF A CHILDREN’S CENTRE AT THE LOCAL PRIMARY SCHOOL. HER HUSBAND WORKED AT A BAKERY. THE FAMILY SPOKE PUNJABI AND ENGLISH.Sunday, 22 May 2011
  9. 9. GRACE (CHILD 3) AGED 4 GRACE LIVED WITH HER PARENTS AND YOUNG BROTHER. HER MOTHER, ANGELA, WORKED IN THE HOME AND HER FATHER, JAMES, WAS A TEACHER OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS. ANGELA DESCRIBED THE FAMILY’S ETHNIC ORIGIN AS WHITE. THE FAMILY SPOKE ENGLISH, ALTHOUGH ANGELA AND JAMES COULD SPEAK OTHER, EUROPEAN, LANGUAGES.Sunday, 22 May 2011
  10. 10. SOHAIL (CHILD 4) AGED 2 SOHAIL LIVED WITH HIS MOTHER, SAIRA, HIS FATHER AND HIS UNCLE (WHO WAS LIVING WITH THE FAMILY TEMPORARILY). SAIRA DEFINED HERSELF AS BRITISH ASIAN WITH PAKISTANI HERITAGE, AND HER HUSBAND AS PAKISTANI (HE MOVED TO ENGLAND FOLLOWING THEIR WEDDING FIVE YEARS PREVIOUSLY). SAIRA WORKED PART TIME AS A CIVIL SERVANT AND HER HUSBAND WORKED IN A FACTORY, AND ALSO PART-TIME AS A DELIVERY DRIVER AT WEEKENDS. THE FAMILY SPOKE ENGLISH, URDU AND PUNJABI.Sunday, 22 May 2011
  11. 11. TOTAL NUMBER OF PROJECT PROJECT STILL VIDEO CLIPS MINUTES PHOTOGRAPHS FILMED HUSNA (LUBNA) 33 32.49 21 WAFEEQA (FAROOQ) 15 24.49 0 ANGELA (GRACE) 14 23.33 90 SAIRA (SOHAIL) 18 14.31 214 TOTAL 66 91.59 325Sunday, 22 May 2011
  12. 12. DIGITAL PRACTICES - 1 SINGING, DANCING, TALKING TO/ IN FRONT OF TV WATCHING TV ON OWN WATCHING TV WITH SIBLING/ FRIEND WATCHING TV WITH PARENT WATCHING A FILM ON A LARGE SCREEN USING AN ELECTRONIC TOY USING MOBILE PHONE TO TALK TO IMAGINARY PERSON USING MOBILE PHONE TO TALK TO REAL PERSONSunday, 22 May 2011
  13. 13. DIGITAL PRACTICES II USING MOBILE PHONE TO TAKE PHOTOGRAPHS USING A MOBILE PHONE TO ENGAGE IN A VIDEO CALL USING A MOBILE PHONE TO LISTEN TO MUSIC USING A LAPTOP TO PLAY A GAME USING A LAPTOP WITH HELP FROM PARENTS USING LAPTOP TO WATCH VIDEO CLIPS ON YOUTUBE USING A LAPTOP WITH A FRIENDSunday, 22 May 2011
  14. 14. DIGITAL PRACTICES - III USING A DIGITAL CAMCORDER AND CAMERA ATTEMPTING OPERATIONAL PROCEDURES WITH HARDWARE USING A DISHWASHER USING A CD PLAYER USING HEADPHONESSunday, 22 May 2011
  15. 15. Sunday, 22 May 2011
  16. 16. MULTILINGUAL DIGITAL LITERACIES He’s got an Arabic teacher, like a little laptop, and it teaches you the Arabic alphabet and certain verses from the Koran and certain famous sayings or....I’m not sure if they’re sayings, are they, in Arabic and then it translates them into English. (Saira, Interview 1)Sunday, 22 May 2011
  17. 17. EMERGENT DIGITAL LITERACY Wafeeqa: When it goes “do-do-do” and he knows that mum’s....when I get it, he comes over my shoulder and looks. Louise: Ah ha, so right.... Wafeeqa: He does, but I don’t think he’d say, “Who’s texting?”, but he knows that it’s here. Louise: He comes to see what’s on the screen? Wafeeqa: Yeah, he does, he comes over like that and looks while I do whatever else you do. (Wafeeqa, Interview 2)Sunday, 22 May 2011
  18. 18. SCAFFOLDING He will do, but I don’t think he’s learning when he’s....well he might be but I don’t think he’s following it on his own, you know, like I encourage.....When I sit with him and I’ll say, “Press the button” and slow him down, because when he’s on his own he’ll just sort of press random buttons and he’ll press more than one button at one time, and he’s not really sort of learning from it. Whereas if I’m with him and I sort of say, “Press one button” and make him repeat after it, I think he is....I hope he is learning properly then. (Saira, Interview 1)Sunday, 22 May 2011
  19. 19. I think it is probably quite an untapped tool, the digital literacy, and it happens kind of organically and naturally, which is kind of what I just know; which is why I think to actually teach how, how did you put it ‘media literacy’, to actually teach that it would be quite dry and to actually do it and be involved in it. (Angela, interview 2)Sunday, 22 May 2011
  20. 20. Time Action Dialogue Notes 0000-0007 Angela moves the camera Grace’s baby around the living room door to brother can be focus on Grace, who is using a heard babbling in laptop on a small table near the background. the television. 0008 Grace doesn’t look up; she is Angela says, ”Grace is -0015 focused on the screen. playing with her Dora game on the computer while mummy makes dinner”. 0016-0024 Angela moves in quite closely Grace remains with the camera from behind concentrated Grace. Grace is focused on the despite possible screen, playing the ‘Dora the distractions Explorer’ game.Sunday, 22 May 2011
  21. 21. Time Action Dialogue Notes 0025-0039 Grace looks up to the camera As she reaches the Parent is supplying when her mum starts to speak laptop, Angela says, more contextual and then returns to the game. “It’s a new game, information The game involves reading text from her Uncle Tom on screen in order to choose an for her birthday...It’s adventure. her first computer game.” 0040-0044 Grace listens to the game Grace seems drawn instructions, which asks her to into the idea of choose her suitcase in order to preparing for a go on the adventure. She journey or manipulates the pointer on adventure screen. Her younger brother moves in next to her and places his face quite close to the screen to watch the action. 0045-0053 Grace moves her pointer over Angela: “Oh look, I’ve Parent scaffolding the suitcases on the right-hand made a suitcase for side of the screen (one of which you Grace, can you has her name underneath it). see it? Can you read Grace does not try to click on your name?” the suitcase with her name on it. Game narrator: “Start She places the pointer over a new adventure!” another suitcase.Sunday, 22 May 2011
  22. 22. Time Action Dialogue Notes 0054-0056 Grace clicks on a suitcase Angela says, “Oh you Is her brother getting and a keyboard appears on want to…” impatient that he screen. She types in her cannot play the game? name. Her brother is making noises that signal discomfort but she ignores him. 0057 – 1.16 Grace moves the pointer to Angela: “What’s your Letter recognition and ‘G’ and clicks on it. name begin with, Grace? production (through Grace moves pointer below ‘G’. That’s right, good keyboard) the letters. girl. What’s next?” Angela points to ‘R’ on the Grace: “I don’t know.” screen. Angela: “’R’” Grace moves the cursor to ‘R’ Grace: “But I can’t see and clicks on it. one.” Angela: “’R’. It’s a big ‘R’. That one there, look… It’s that one there, look.” 1.17 – 1.25 Screen goes out of focus. Game narrator: “Use the This software Grace clicks on ‘A’. letters to enter your presumably designed name.” as ‘educational’ Angela: “’A’?” Grace: “A? Where’s A?” Angela: “A is the first one.” Grace: “Where’s ‘A’? Can’t do.”Sunday, 22 May 2011
  23. 23. INTERGENERATIONAL DIGITAL LITERACY PRACTICES •WATCHING TELEVISION WITH HER FATHER LUBNA •MUM INSTRUCTING LUBNA HOW TO READ THE TEXT ON A WASHING MACHINE •PLAYING AN ELECTRONIC TOY WITH AN OLDER BROTHER FAROOQ •WATCHING TELEVISION WITH FATHER •TALKING ON MOBILE PHONE TO FAMILY MEMBER •WATCHING TELEVISION WITH YOUNGER BROTHER GRACE •USING COMPUTER AS YOUNGER BROTHER WATCHED •PLAYING WITH MUM’S MOBILE PHONE, AS MUM INSTRUCTED GRACE ON HOW TO USE IT •MOTHER, AUNTS AND UNCLE INSTRUCTING SOHAIL ON HOW TO USE VIDEO CAMERA ON A MOBILE PHONE SOHAIL •MOTHER AND AUNT GIVING INSTRUCTIONS TO SOHAIL WHEN HE WAS ACCESSING YOUTUBE ON A LAPTOP •USING A MOBILE PHONE TO ENGAGE IN A VIDEO CALL WITH AN AUNT AND GRANDFATHERSunday, 22 May 2011
  24. 24. My dad always video calls. I don’t video call people basically because it costs me too much from my phone but my dad always, whenever he rings me and he wants to speak to Sohail he always video calls me, yeah, and speaks to Sohail.. And my dad does it as well when he’s out somewhere and he sees something, he’ll ring and then he’ll point the camera at whatever it is he’s showing Sohail. He did it at the train station once and he was showing Sohail the waterfall... (Saira, interview 2)Sunday, 22 May 2011
  25. 25. A COMPARISON BETWEEN EMERGENT LITERACY IN 1986 AND EMERGENT DIGITAL LITERACY IN THE 21ST CENTURYSunday, 22 May 2011
  26. 26. PURPOSES FOR LITERACY IN THE HOME 1. SCHOOL-RELATED ACTIVITY (HOMEWORK, FORMS AND LETTERS FROM SCHOOL, PLAYING SCHOOL) 2. DAILY LIVING ROUTINES (MAINTAINING THE SOCIAL ORGANISATION OF THE FAMILY, SHOPPING, COOKING, PAYING BILLS) 3. WORK (RELATED TO FAMILY EMPLOYMENT) 4. PARTICIPATING IN ‘INFORMATION NETWORKS’ (TO FIND OUT WHAT WAS HAPPENING IN AREAS OF INTEREST E.G. READING SPORTS PAGES OF NEWSPAPERS) 5. RELIGION (E.G. READING HOLY BOOKS) 6. LITERACY FOR THE SAKE OF TEACHING/ LEARNING LITERACY (E.G. PHONICS/ PHONOLOGICAL AWARENESS ACTIVITIES). 7. INTERPERSONAL COMMUNICATION (LETTERS, BIRTHDAY CARDS) 8. STORYBOOK TIME (ADULT-CHILD READING) 9. ENTERTAINMENT (E.G. READING BOOKS, COMICS) (TEALE, 1986)Sunday, 22 May 2011
  27. 27. 1. SCHOOL-RELATED ACTIVITY - NO COMPARATIVE DATA RELATING TO DIGITAL LITERACYSunday, 22 May 2011
  28. 28. 2 DIGITAL LITERACY FOR DAILY LIVING ROUTINES SHOPPING ONLINE PAYING BILLS ONLINE ORGANISING THE HOUSEHOLD USING MOBILE PHONES AND COMPUTERS TRAVELLING USING GPS TECHNOLOGY (E.G. TOMTOMS)Sunday, 22 May 2011
  29. 29. 3 DIGITAL LITERACY FOR WORK COMPUTER USE FOR WORK PURPOSES SEEKING EMPLOYMENT USING THE INTERNETSunday, 22 May 2011
  30. 30. 4 DIGITAL LITERACY FOR PARTICIPATING IN INFORMATION NETWORKS USE OF INTERNET TO CONTACT NETWORKED COMMUNITIES (ON COMPUTER AND MOBILE PHONES)Sunday, 22 May 2011
  31. 31. 5 DIGITAL LITERACY FOR RELIGION USE OF THE INTERNET TO DEVELOP NETWORKED RELIGIOUS COMMUNITIESSunday, 22 May 2011
  32. 32. 6 DIGITAL LITERACY FOR THE SAKE OF LEARNING/ TEACHING LITERACY USE OF COMPUTER PROGRAMMES FOCUSED ON PHONOLOGICAL AWARENESS OF PHONICS SKILLS SPELLING GAMES ONLINE USE OF ELECTRONIC TOYS FOCUSED ON PHONICS/ SPELLING E.G. LEAPPAD BOOKS/ TOYSSunday, 22 May 2011
  33. 33. 7 DIGITAL LITERACY FOR INTERPERSONAL COMMUNICATION EMAIL CHATROOMS INTERNET MESSENGER TEXTINGSunday, 22 May 2011
  34. 34. 8 DIGITAL STORYBOOK TIME PARENTS AND CHILDREN READING TALKING BOOKS ON A COMPUTER USE OF ELECTRONIC TOYS THAT RE-TELL NARRATIVESSunday, 22 May 2011
  35. 35. Sunday, 22 May 2011
  36. 36. 9 DIGITAL LITERACY FOR ENTERTAINMENT TELEVISION/ DVD - FILMS, PROGRAMMES COMPUTERS - GAMES/ INTERNET CONSOLE GAMES - E.G. WII HANDELD GAMES MOBILE PHONES - VIDEO, MUSICSunday, 22 May 2011
  37. 37. Sunday, 22 May 2011
  38. 38. ORIM AND DIGITAL LITERACY TELEVISION MOBILE PHONE INTERNET •USE OF ELECTRONIC PROGRAMMING •USING INTERNET FOR A RANGE GUIDE (EPG) OPPORTUNITIES •MAGAZINES RELATED TO TELEVISION •USE OF TEXTING FACILITIES OF PURPOSES E.G. PROGRAMMES SHOPPING,GAMES •RECOGNISING CHILDREN’S •RECOGNISING CHILDREN’S •RECOGNISING CHILDREN’S USE RECOGNITION UNDERSTANDING OF MOVING IMAGE ABILITY TO UNDERSTAND OF INTERNET TOOLS E.G. MEDIA NARRATIVES PURPOSES OF TEXTING FAVOURITES MENU •PARENT MODELLING USING EPG/ RADIO • PARENT TALKING ABOUT THE •PARENT MODELLING USING MODEL MESSAGES THEY WRITE AND COMPUTER FOR COMMUNICATION TIMES RECEIVE PURPOSES E.G. FACEBOOK •PARENT TALKING WITH CHILD ABOUT •PARENT AND CHILD PLAYING INTERACTION PROGRAMME HE/ SHE HAS WATCHED • PARENT WRITING MESSAGES WITH INTERNET GAMES TOGETHER (E.G. CHILD •READING EPG TOGETHER CBEEBIES)Sunday, 22 May 2011
  39. 39. CONCLUSIONS FAMILY LITERACY PRACTICES INCLUDE A WIDE RANGE OF DIGITAL LITERACY PRACTICES IN THE 21ST CENTURY SIMILAR PRACTICES EXIST TO THOSE IDENTIFIED IN RELATION TO PRINT LITERACY E.G. MODELLING, SCAFFOLDING FAMILY LITERACY PROGRAMMES SHOULD ACKNOWLEDGE AND BUILD ON THESE ASPECTS OF FAMILIES’ LIVESSunday, 22 May 2011
  40. 40. I’d encourage Sohail with the computer and I’m happy that...because that’s the way forward, you know. And hopefully if he’s encouraged at a younger age he’ll be more confident and familiar with it for use in school and university hopefully, and work. (Saira, Interview 1)Sunday, 22 May 2011
  41. 41. CONTACT: J.A.MARSH@SHEFFIELD.AC.UKSunday, 22 May 2011
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