Making Sense of Young People's Digital Practices in Informal Contexts: The Digital Practice Framework

Autor/in	Twining, Peter
Titel	Making Sense of Young People's Digital Practices in Informal Contexts: The Digital Practice Framework
Quelle	In: British Journal of Educational Technology, 52 (2021) 1, S.461-481 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Twining, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13032
Schlagwörter	Information Technology; Computer Use; Children; Informal Education; Use Studies + Suchen Sie Ihr Suchwort? Informationstechnologie; Child; Kind; Kinder; Informelle Bildung; Nichtformale Bildung; Benutzerschulung
Abstract	There is a growing body of research looking at young people's use of digital technology in informal contexts. However, there is a gap in the literature about how to describe and categorise young people's digital practices in such contexts. This gap is important because in order to be able to understand the differences between young people's digital practices in informal contexts and how these differences arise, you first need to be able to describe and categorise those differences in meaningful ways. You need to be able to answer the question "How do young people use digital technology in informal contexts?" in order to be able to answer questions such as "How do children's digital practices in informal contexts vary?" and "Why do children's digital practices vary?". This paper is significant because it introduces The Digital Practice Framework, an original, theoretically informed, tool to fill this critical gap in the literature. It goes on to indicate how this framework has been used to analyse the factors that facilitate or hinder the development of young people's digital practices in informal contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01