A Conceptual Framework for Emergent Digital Literacy

Autor/inn/en	Neumann, Michelle M.; Finger, Glenn; Neumann, David L.
Titel	A Conceptual Framework for Emergent Digital Literacy
Quelle	In: Early Childhood Education Journal, 45 (2017) 4, S.471-479 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0792-z
Schlagwörter	Emergent Literacy; Electronic Learning; Educational Practices; Educational Research; Skill Development; Reading Skills; Writing Skills; Computer Games; Electronic Publishing; Educational Strategies; Early Childhood Education + Suchen Sie Ihr Suchwort? Frühleseunterricht; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Kompetenzentwicklung; Qualifikationsentwicklung; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Computer game; Computerspiel; Computerspiele; Elektronisches Publizieren; Lehrstrategie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	As we progress in the 21st century, children learn to become proficient readers and writers of both digital and non-digital texts. Knowledge, skills, and understandings of literacy emerge through sociocultural interactions with non-digital tools (e.g., paper-printed books) and digital tools (e.g., touch screen tablets). However, debate is ongoing over the role that digital experiences play in emergent literacy development. Researchers have voiced the need to conceptualise a common framework for literacy development that considers the emergence of digital literacy skills alongside conventional literacy skills and how these skills might interact during development. This is particularly important in light of the increasing use of digital texts used by young children, such as E-books and digital games. Therefore, this paper proposes a framework that might guide research and practice by examining the relationships between emergent literacy skills, emergent digital literacy skills, and proficiency in reading and writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01