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ERIC Number: EJ1089390
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1554-480X
The Connected Child: Tracing Digital Literacy from School to Leisure
Bjørgen, Anne Mette; Erstad, Ola
Pedagogies: An International Journal, v10 n2 p113-127 2015
This article directs attention to how young students make sense of the connections and disconnections of digital practices between school and leisure. By using New Literacy Studies as a frame of reference, we study how students' conceptions of digital literacies and their positional identities are defined across school and home. In contrast to most other studies of similar issues, we study children in the age range from 9 to 13 years old. The methods used are qualitative interviews and video observations of these students at three Norwegian primary schools. The analysis shows how various digital practices in the classroom become meaningful in the translation to leisure time. We discuss how digital practices initiated in the classroom may be relevant to students' out-of-school worlds, based on how they get opportunities to unite and translate practices between these two contexts. This has to do with how school's digital practices may be important in connecting identities across contexts. We argue that the issue of identity must be understood as connected to digital literacy. Our main thesis is that the school context plays a prominent role in introducing youngsters to new digital practices that might be important in developing their digital literacies.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway