Advertisement

Literacy, Technology and Early Years Education: Building Sustainable Practice

  • Karen McLeanEmail author
Chapter
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 17)

Abstract

The application of technology to the literacy context presents challenges for teachers in the early years of formal education. One way of thinking about technology may be to consider the intersection of theories of literacy learning and understandings of technology use in the practice of early years teachers. The research reported in this chapter adopted a narrative methodology to explore two teachers’ literacy practices with technology in the early childhood context. The findings suggested that flexible approaches to the application of technology in early years literacy learning contexts could contribute to effective pedagogical practice.

Keywords

Literacy Learning Teacher Practice Home Learning Environment Digital Text Literacy Discourse 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Andrews, R. (2004). Where next in research on ICT and literacies? English in Australia, 139, 58–67.Google Scholar
  2. Auld, G., Snyder, I., & Henderson, M. (2012). Using mobile phones as placed resources for literacy learning in a remote Indigenous community in Australia. Language and Education, 26(4), 279–296.CrossRefGoogle Scholar
  3. Australian Curriculum Assessment and Reporting Authority [ACARA]. (2013). The Australian curriculum. Retrieved October 20th, 2014, from http://www.australiancurriculum.edu.au/
  4. Barone, D. M. (2011). Case study research. In N. K. Duke (Ed.), Literacy research methodologies (pp. 7–27). New York: Guilford Press.Google Scholar
  5. Bigum, C., & Green, B. (1992). Technologizing literacy: The dark side of dreaming. Discourse, 12(2), 4–28.Google Scholar
  6. Bruce, B. (1998). New literacies. Journal of Adult and Adolescent Literacy, 29(2), 289–309.Google Scholar
  7. Burnett, C., & Merchant, G. (2013). Learning, literacies and new technologies: The current context and future possibilities. In J. Larson & J. Marsh (Eds.), The SAGE handbook of early childhood literacy (2nd ed., pp. 575–587). London: SAGE Publications Ltd.. doi: 10.4135/9781446247518.CrossRefGoogle Scholar
  8. Carr, M. (2001). Assessment in early childhood settings: Learning stories. London: Paul Chapman.Google Scholar
  9. Coiro, J. (2005). Every teacher a Mrs Rumphis: Empowering teachers with effective professional development. In R. A. Karchmar, M. H. Mallette, J. Kara-Soteriou, & D. J. Leu (Eds.), Innovative approaches to literacy education: Using the internet to support new literacies (pp. 199–219). Newark, DE: International Reading Association.Google Scholar
  10. Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 477–487). Mahwah, NJ: Erlbaum.Google Scholar
  11. Crevola, C. A., & Hill, P. W. (2005). The children’s literacy success strategy (CLaSS): A research report on the first six years of a large-scale reform initiative. East Melbourne, Australia: Catholic Education Commission of Victoria (CECV).Google Scholar
  12. Durrant, C., & Green, B. (2000). Literacy and the new technologies in school education: Meeting the l(IT)eracy challenge? The Australian Journal of Language and Literacy, 23(2), 89–108.Google Scholar
  13. Fleet, A., & Patterson, C. (2009). A timescape. In S. Edwards & J. Nuttall (Eds.), Professional learning in early childhood settings (pp. 9–25). Rotterdam, The Netherlands: Sense Publishers.Google Scholar
  14. Franklin, U. (1992). The real world of technology. Toronto, ON: House of Anansi Press Limited.Google Scholar
  15. Gee, J. (2004). Situated language and learning: A critique of traditional schooling. London: Routledge.Google Scholar
  16. Gunn, W., & Løgstrup, L. B. (2014). Participant observation, anthropology methodology and design anthropology research inquiry. Arts and Humanities in Higher Education, 13(4), 428–442.CrossRefGoogle Scholar
  17. Hill, S. (2010). The millennium generation: Teacher-researchers exploring new forms of literacy. Journal of Early Childhood Literacy, 10(3), 314–340.CrossRefGoogle Scholar
  18. Hill, S. (2012). Developing early literacy: Assessment and teaching (2nd ed.). Prahran, VIC: Eleanor Curtain Publishing.Google Scholar
  19. Honan, E. (2012). ‘A whole new literacy’: Teachers’ understanding of students’ digital learning at home. Australian Journal of Language and Literacy, 35(1), 82–98.Google Scholar
  20. Kennedy, E. (2013). Creating positive literacy learning environments in early childhood: Engaging classroom, creating lifelong readers, writers and thinkers. In J. Larson & J. Marsh (Eds.), The SAGE handbook of early childhood literacy (2nd ed., pp. 541–561). London: SAGE Publications Ltd.. doi: 10.4135/9781446247518.CrossRefGoogle Scholar
  21. Kress, G. (2003). Literacy in the new media age. London: Routledge.CrossRefGoogle Scholar
  22. Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Oxon: Routledge.Google Scholar
  23. Labbo, L. D. (2006). Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy, 29(3), 199–209.Google Scholar
  24. Lankshear, C., Snyder, I., & Green, B. (2000). Teachers and technoliteracy: Managing literacy, technology and learning in Schools. St Leonards, NSW: Allen and Unwin.Google Scholar
  25. Lichtman, M. (2006). Qualitative research in education: A user’s guide. Thousand Oaks, CA: Sage.Google Scholar
  26. Logan, H., Press, F., & Sumsion, J. (2012). The quality imperative: Tracing the rise of ‘quality’ in Australian early childhood education and care policy. Australasian Journal of Early Childhood, 37(3), 4–13.Google Scholar
  27. Louden, W., Rohl, M., Barratt-Pugh, C., Brown, C., Cairney, T., Elderfield, J., et al. (2005). In teachers’ hands: Effective literacy teaching practices in the early years of schooling. Mount Lawley, WA: Edith Cowan University.Google Scholar
  28. Marsh, J. (2004). The techno-literacy practices of young children. Journal of Early Childhood Research, 2(1), 51–66.CrossRefGoogle Scholar
  29. Marsh, J. (2006). Emergent media literacy: Digital animation in early childhood. Language and Education, 20(6), 493–506.CrossRefGoogle Scholar
  30. Marsh, J. (2010). The relationship between home and school literacy practices. In D. Wyse, R. Andrews, & J. Hoffman (Eds.), The Routledge international handbook of English, language and literacy teaching (pp. 305–316). Oxfordshire, UK: Taylor and Francis.Google Scholar
  31. Marsh, J. (2011). Young children’s literacy practices in a virtual world: Establishing an online ‘interaction order’. Reading Research Quarterly, 46(20), 101–118. doi: 10.1598/RRQ.46.2.1.CrossRefGoogle Scholar
  32. Marsh, J., Brooks, G., Hughes, J., Ritchie, L., Roberts, S., & Wright, K. (2005). Digital beginnings: Young children’s use of popular culture, media and new technologies. Sheffield, UK: University of Sheffield.Google Scholar
  33. McLean, K. (2012). A story of early years educators’ experiences of technology and literacy in early years learning environments. Unpublished doctoral dissertation, Australian Catholic University, Melbourne, Victoria.Google Scholar
  34. McLean, K. (2013). Literacy and technology in the early years of education: Looking to the familiar to inform educator practice. Australasian Journal of Early Childhood, 38(4), 30–41.Google Scholar
  35. McPake, J., Plowman, L., & Stephen, C. (2013). Preschool children creating and communicating with digital technologies in the home. British Journal of Educational Technology, 43(3), 421–431. doi: 10.1111/j.1467-8535.2012.01323.x.CrossRefGoogle Scholar
  36. McTavish, M. (2014). ‘I’ll do it my own way!’: A young child’s appropriation and recontextualisation of school literacy practices in out-of-school spaces. Journal of Early Childhood Literacy, 14(3), 319–344.CrossRefGoogle Scholar
  37. Mertens, D. M. (2005). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
  38. Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.CrossRefGoogle Scholar
  39. O’Hara, M. (2010). Young children, learning and ICT. In C. Cable, L. Miller, & G. Goodliff (Eds.), Literacy in the early years (2nd ed., pp. 181–190). New York: Routledge.Google Scholar
  40. Plowman, L., McPake, J., & Stephen, C. (2010). The technologisation of childhood? Young children and technology in the home. Children and Society, 24, 63–74.CrossRefGoogle Scholar
  41. Plowman, L., & McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1), 27–33.CrossRefGoogle Scholar
  42. Reinking, D. (2010). An outward, inward, and school-ward overview of interactive communication technologies across the literacy landscape. In D. Wyse, R. Andrews, & J. Hoffman (Eds.), The routledge international handbook of English, language and literacy (pp. 328–341). Oxen, UK: Routledge.Google Scholar
  43. Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the lives of 8–18 year olds. A Kaiser Family Foundation study. California, CA: Henry J. Kaiser Family Foundation.Google Scholar
  44. Riessman, C. K. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage.Google Scholar
  45. Schamroth Abrams, S., & Merchant, G. (2013). The digital challenge. In K. Hall, T. Cremin, & B. Comber (Eds.), International handbook of research on children’s literacy, learning and culture (1st ed., pp. 319–332). Place, NJ: Wiley.CrossRefGoogle Scholar
  46. Snyder, I. (2008). The literacy wars: Why teaching children to read and write is a battleground in Australia. Crows Nest, NSW: Allen & Unwin.Google Scholar
  47. Street, B. (2003). What’s new in new literacy studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77–91.Google Scholar
  48. Vygostky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
  49. Wohlwend, K. E. (2009). Early adopters: Playing new literacies and pretending new technologies in print-centric classrooms. Journal of Early Childhood Literacy, 9(2), 117–140.CrossRefGoogle Scholar
  50. Wohlwend, K. E. (2013). Play, literacies and the converging cultures of childhood. In J. Larson & J. Marsh (Eds.), The SAGE handbook of early childhood literacy (2nd ed., pp. 80–96). London: SAGE Publications Ltd.. doi: 10.4135/9781446247518.CrossRefGoogle Scholar
  51. Wolfe, S., & Flewitt, R. (2010). New technologies, new multimodal literacy practices and young children’s metacognitive development. Cambridge Journal of Education, 40(4), 387–399.CrossRefGoogle Scholar
  52. Wood, E. (2010). Reconceptualising the play-pedagogy relationship. In L. Brooker & S. Edwards (Eds.), Engaging play (pp. 11–24). Maidenhead, UK: McGraw-Hill.Google Scholar
  53. Yelland, N. (2011). Reconceptualising play and learning in the lives of young children. The Australasian Journal of Language and Literacy, 36(2), 4–12.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.Australian Catholic UniversityMelbourneAustralia

Personalised recommendations