Incoming and Outgoing Shipments in 1 STEP Using Odoo 17
Prospect and Aspect Conference 2014
1. Jackie Marsh
University of Sheffield
Digital Childhoods:
Transforming Early Years
Teaching in the
Electronic Age
2. Structure of Talk
• What is ‘digital literacy’?
• The characteristics of children’s digital literacy
practices in homes and communities
• Embedding these characteristics into early years
settings and classrooms
3.
4. Research questions
• What are the key characteristics of young
children’s digital literacy practices in homes
and communities?
• How can the characteristics of home uses
of digital literacy be embedded effectively
in curriculum and pedagogy?
5. Projects
• Digital Beginnings [survey of 1852 parents in England of children aged 0-6, interviews
with 60 parents/ carers]
• Family Digital Literacy [4 case studies of children aged 2-4; parental videos and diaries;
semi-structured interviews]
• Children’s engagement with stories on iPads [study of children aged between 11 and 30
months; video observations in 2 nurseries]
• Case study of a child beginning school [a 3 month study of a child aged 4.5]
9. Play, Creativity and Digital
Cultures
• Singing, dancing, talking to/ in front of TV/ films on own or with
friends and family
• Using an electronic toy on own or with siblings and parents (e.g.
Arabic script toy, matching words and images)
• Using mobile phone to talk to imaginary person
• Using mobile phone to talk to family members - language play
• Using laptop on own or with siblings and family members to use
programs or watch Youtube
10. • Using games console, generally with siblings
• Using digital camcorder and camera to record family activities
• Using CD/ MP3 player, dancing to music
• Using mobile phone to take photographs and videos
of family members
• Playing on phone apps
• Using mobile phone to engage in video calls
Play, Creativity and Digital
Cultures
12. • Daily living routines (e.g. maintaining the social organisation of
the family, shopping, cooking, paying bills)
• Work (e.g. related to family employment)
• Participating in ‘information networks’ (e.g. to find out what was
happening in areas of interest e.g. reading sports pages of
newspapers)
• Religion (e.g. reading holy books)
• Literacy for the sake of teaching/ learning literacy (e.g.phonics/
phonological awareness activities using books)
• Interpersonal communication (e.g. letters, birthday cards)
• Entertainment (e.g. reading books, comics)
• Storybook time (adult-child reading of picture books)
(Teale, 1986)
Purposes for literacy in the home (Teale, 1986)
13. • Daily living routines (e.g. emails; ebay; online
supermarket sites)
• Work (e.g. word processing; emails)
• Participating in ‘information networks’ (e.g. chat forums;
Facebook)
• Religion (e.g. online religious communities)
• Literacy for the sake of teaching/ learning literacy (e.g.
tablet apps based on phonics).
• Interpersonal communication (e.g. emails; text
messages; Skype)
• Entertainment (e.g. console games; electronic books;
websites)
• Storybook time (electronic books/ story apps)
Purposes for digital literacy in the home
14. Trans-modes/ media
Modes: writing, signs and symbols, sound,
moving image, still image
Media: television, DVD,
computer (PC and laptop),
handheld computer, mobile
phone, smartphone, tablet,
iPad, screens
on artefacts such as
electronic toys, washing
machines and other
domestic items
15.
16. Tablets - UK
•28% of 3-4 year-olds use a tablet
•42% of 5-15 year-olds use a tablet
(OFCOM, 2013)
21. Genres of play
Fantasy play
Games with rules
‘Rough and tumble’
play
Socio-dramatic play
22. Reading postcards
Writing and reading
public chat
Reading game
instructions
Writing submissions
to the in-world
newspaper
Reading in-world
texts e.g. newspapers/
books/ catalogues
Reading in-world text
e.g. signs,
challenges posed by
producers
28. Intergenerational Digital Literacy
Practices in Homes
• Communicating via email, texting, Facebook,
Skype etc.
• Accessing the internet together on PCs,
smartphones and tablets
• Sharing e-books
• Playing online/ tablet games together, or using
Console games (e.g. Wii)
38. My monster likes to eat chicken nuggets
On Sundays my monster is very dirty, but some days he is very clean
Never tell my monster he is dirty, or he will bite you
Sometimes my monster is very naughty, but sometimes he’s very well behaved
Today is my monster’s birthday, so he’s having a zombie duck party
Everyone wants to come to my monster’s party because he’s very cool
Rob the zombie duck can’t decide what type of cake to have for his birthday
party, but I think he will have chocolate cake this time
39. TRANS-MODE/ MEDIA:
KEY PRINCIPLES
• Reading and writing of alphabetic texts embedded
in the digital practices - seamless interface
• Children engaged in a wide range of multimodal
design activities that enable them to understand and
reflect on the affordances of modes
• Skills involved learning coding - important for
developing agency in relation to digital texts
51. INTERGENERATIONAL PRACTICES:
KEY PRINCIPLES
• Children engaging with older (and younger)
generations outside of the classroom in
‘authentic’ digital literacy practices (through the
exhibition, blog, Twitter stream)
• Children in role as experts (when teaching
parents)
56. ONLINE/ OFFLINE PRACTICES:
KEY PRINCIPLES
• Online texts related seamlessly to offline in ways
that replicate out-of-school life
• Meaningful engagement with communities
outside the classroom - local parks and museums
(Teacher- pupils were, “Learning to write for a
real audience rather than for an invented one”)
61. Criteria - all books
•Is the story well told, according to literary standards?
•Is the language of the text skilfully crafted?
•Are illustrations artistically skilful, and do they work well
with the text to illuminate, extend and/ or co-create the
story as a whole?
Yokota andTeale, 2014
62. Criteria - all books
•Is the story appropriately presented in digital format?
•Does the story take appropriate advantage of features
the digital world allows beyond what is possible in print?
•Do the interactive features maintain the integrity of the
main story?
•Do any supplementary features align with the main story?
•Do the features make sense in terms of how children learn
to read and learn in general?
Yokota andTeale, 2014
70. FINAL THOUGHTS
• Engaged pedagogies do not have to replicate exactly home
experiences, but should draw on some of the main characteristics in
early years settings and classroom in ways that are meaningful and
authentic.
• We should recognise that children’s home experiences will be very
different and not assume all have digital literacy skills.
• We need to look to the future - the potential for fostering play and
creativity in the early years is enormous...
