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An Examination of Young Children's Digital Literacy

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An Examination of Young Children's Digital Literacy AN EXAMINATION OF YOUNG CHILDREN’S DIGITAL LITERACY PRACTICES IN THE HOME BEFORE AND DURING THE TRANSITION TO KINDERGARTEN Laura Ann Teichert Dip.Ed. Deakin University, 2007 M.Ed. The University of Western Ontario, 2010 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Language and Literacy Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October, 2018 © Laura Ann Teichert, 2018 The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: AN EXAMINATION OF YOUNG CHILDREN’S DIGITAL LITERACY PRACTICES IN THE HOME BEFORE AND DURING THE TRANSITION TO KINDERGARTEN submitted in partial fulfillment of the requirements by Laura Ann Teichert for the degree of Doctor of Philosophy in Language and Literacy Education Examining Committee: Dr. Jim Anderson Supervisor Dr. Marlene Asselin Supervisory Committee Member Dr. Nancy Perry Supervisory Committee Member Dr. Lee Gunderson University Examiner Dr. Cay Holbrook University Examiner ii Abstract Many young children in western societies become literate in a world that relies heavily on digital technology. However, in early childhood education, play-based learning is typically the focus of curriculum and increased digital engagement by young children has caused concern among parents, educators and other key stakeholders. These concerns emanate from a belief that other activities (e.g., reading) are more constructive for young children. The purpose of this study was to describe young children’s digital tool use and engagement in digital literacy activities in the context of family life before, and as they transitioned into, kindergarten. Drawing from sociocultural theory, this case study of young children and their parents focused on two families’ digital literacy events in the context of their home over one year. Observed digital literacy events were analyzed using “literacy as a social practice” (Barton & Hamilton, 2000) to frame the social situations in which the children were developing their digital literacy. The findings indicate that these children engaged in digital activities and non-digital activities in a balanced manner and that they were active meaning makers while engaged with digital technology. Children moved fluidly between digital and non-digital spaces during their play, particularly during narrative play. Parents mediated and supported their children’s uses of digital media; however, rules governed which devices and content children could access, and for what length of time. Parents’ mediation styles concerning digital media did not change as children transitioned into kindergarten; however, peers influenced the children’s digital interests once they entered kindergarten. Parents were not frequent users of digital media and did not characterize engagement with digital tools as play, which led to tensions for mothers about whether to permit their young children to use digital media. This study provides an example of how three children accessed and used digital tools at home before as they transitioned to, kindergarten. It adds to iii evidence that screens do not dominate children’s lives. Policy makers and practitioners can use the insights from this study to recognize the ways that children and parents use digital tools in their homes as they consider curriculum, pedagogy, and policy. iv Lay Summary This study focused on how frequently three young children used digital technology in their homes before and as they started kindergarten. The study also documented how parents helped these children learn to use digital technology and the restrictions these parents placed on their children’s usage. The three children in this study led balanced lives in terms of digital and non- digital play. They often interacted with non-digital toys while simultaneously viewing or using digital devices. The parents experienced tension in making decisions about how long children should use screens, how often children should use screens, and expressed a preference for children to engage in non-digital activities. This study offers an example of how three children and their parents used digital technology in their homes. v Preface This dissertation is an original intellectual product of the author, L. Teichert. The fieldwork reported in Chapters 4-6 was covered by UBC Ethics Certificate number H14-00634. vi Table of Contents Abstract ......................................................................................................................................... iii Lay Summary .................................................................................................................................v Preface ........................................................................................................................................... vi Table of Contents ........................................................................................................................ vii List of Tables .............................................................................................................................. xiii List of Figures ............................................................................................................................. xiv Acknowledgements ......................................................................................................................xv Dedication ................................................................................................................................... xvi Chapter One: Introduction to the Study .....................................................................................1 Rationale ..................................................................................................................................... 1 Purpose and Research Questions ................................................................................................ 6 Purpose .................................................................................................................................... 6 Research Questions ..................................................................................................................... 7 Significance................................................................................................................................. 7 Outline of the Dissertation ........................................................................................................ 10 Chapter Two: Theoretical Framework and Literature Review ..............................................12 Theoretical Perspectives ........................................................................................................... 12 Sociocultural Theory ............................................................................................................. 12 New Literacy Studies ............................................................................................................ 14 Emergent digital literacy. .................................................................................................. 17 Additional Theoretical Construct within Sociocultural Theory............................................ 19 vii Play. .................................................................................................................................. 19 Review of Research .................................................................................................................. 22 Digital Tool Access............................................................................................................... 22 Digital Tool Use .................................................................................................................... 25 Learning with Digital Tools .................................................................................................. 32 Play and Digital Tools .......................................................................................................... 35 Virtual world play. ............................................................................................................ 37 Parents’ Digital Literacy Practices and their Beliefs about Young Children’s Digital Engagement........................................................................................................................... 39 Families’ uses of digital devices. ...................................................................................... 40 Parental judgement about the appropriateness of technology and their children’s readiness to use technology. ............................................................................................................. 43 Parents’ scaffolding and explicit instruction..................................................................... 48 Summary ................................................................................................................................... 50 Chapter Three: Research Methodology.....................................................................................52 The Research Design ................................................................................................................ 52 Rationale for Research Design.............................................................................................. 52 Selection of
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