Free Play or Tight Spaces? Mapping Participatory Literacies in Apps

Autor/inn/en	Rowsell, Jennifer; Wohlwend, Karen
Titel	Free Play or Tight Spaces? Mapping Participatory Literacies in Apps
Quelle	In: Reading Teacher, 70 (2016) 2, S.197-205 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1490
Schlagwörter	Computer Oriented Programs; Concept Mapping; Ideology; Handheld Devices; Literacy; Reading Skills; Skill Development; Electronic Publishing; Books; Film Production; Animation; Design; Interaction; Scoring Rubrics; Visualization; Teaching Methods; Educational Technology; Learning Activities; Play; Definitions; Elementary School Students; Foreign Countries; Evaluation Criteria; North America + Suchen Sie Ihr Suchwort? Computerprogramm; Concept Map; Ideologie; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Filmproduktion; Interaktion; Scoring formulas; Auswertungsbogen; Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Lernaktivität; Spiel; Begriffsbestimmung; Ausland; Nordamerika
Abstract	Building on existing research applying app maps (Israelson, 2015), the authors take an ideological orientation to broaden app evaluations and consider participatory literacies, social and communicational practices relevant to children's everyday digitally mediated lives. Drawing from their North American elementary classroom studies on children's technology play with iPads, the authors compare four typical literacy practices with apps: practicing a skill, reading an e-book, animating a film, and designing an interactive world. A rubric and radar charts are introduced to help teachers assess and visualize educational apps' potential to develop six dimensions of participatory literacies: multiplayer, productive, multimodal, multilinear, pleasurable, and connected. The authors conclude with a push for broadened definitions and looser frameworks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01