New Technologies, New Multimodal Literacy Practices and Young Children's Metacognitive Development

Autor/inn/en	Wolfe, Sylvia; Flewitt, Rosie
Titel	New Technologies, New Multimodal Literacy Practices and Young Children's Metacognitive Development
Quelle	In: Cambridge Journal of Education, 40 (2010) 4, S.387-399 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
Schlagwörter	Preschool Children; Learning Processes; Emergent Literacy; Metacognition; Cognitive Development; Educational Technology; Questionnaires; Parent Attitudes; Influence of Technology; Family Environment; Preschool Education; Information Technology + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning process; Lernprozess; Frühleseunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kognitive Entwicklung; Unterrichtsmedien; Fragebogen; Elternverhalten; Familienmilieu; Informationstechnologie
Abstract	This paper discusses concepts of learning through "collaborative multimodal dialogue". It draws on an ESRC-funded study (RES-000-22-2451) investigating 3- and 4-year-old children's encounters with literacy as they engage with a range of printed and digital technologies at home and in a nursery. The study goes beyond analysis of spoken language, giving a more complete understanding of literacy learning processes through detailed analysis of how children use multiple communicative modes as they experience literacy in different media. These experiences underpin metacognitive development and are crucial to children's abilities to act strategically in future situations. Drawing on notions of literacy as social practice, this paper discusses how the advent of new technologies has introduced new dimensions into young children's literacy learning, the implications of which have not yet been fully recognised in early years policy guidance, training or practice. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10