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ERIC Number: EJ1102637
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: EISSN-1710-5668
Literacy and Complexity: On Using Technology within Emergent Learning Structures with Young Learners
Laidlaw, Linda; Wong, Suzanna So-Har
Complicity: An International Journal of Complexity and Education, v13 n1 p30-42 2016
This article presents and describes how we have used notions and structures informed by complexity thinking to shape new descriptions and approaches to understanding "new literacy" practices with young learners. Using data from two studies: a two year project working with kindergarten children using drama and digital tools to develop narrative, and the other an observational study of preschooler's multiliteracy practices occurring in their home settings, we explore how notions from complexity can offer innovative frames for teaching and learning and options for thinking about pedagogy differently. Our classroom and home observations of children's developing digital literacy practices suggest that using complexity- informed approaches to technology can include both theoretical orientation and practical possibilities for organizing classroom learning structures.
University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. e-mail: complicity.journal@gmail.com; Web site: https://ejournals.library.ualberta.ca/index.php/complicity
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada