NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ902581
Record Type: Journal
Publication Date: 2010-Sep
Pages: 24
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-1468-7984
Technology and Literacy in Early Childhood Educational Settings: A Review of Research
Burnett, Cathy
Journal of Early Childhood Literacy, v10 n3 p247-270 Sep 2010
This literature review provides an overview of research into technology and literacy for children aged 0-8 in educational settings from 2003-2009. The article begins by exploring the different assumptions about the role of digital texts that underpin the studies considered, identifying three loose categories of studies which position technology as: deliverer of literacy; site for interaction around texts; and medium for meaning-making. Following this, aspects of actor-network theory (Latour, 2005) are used to consider other ways that technology and children may be "acting upon" literacy in educational settings through recontexualizing meanings from other domains. The article concludes by arguing that there is a need for more extensive exploratory research in this field, which considers how digital practices within educational settings relate to other dimensions of children's literacy learning, in order to better understand how new technologies are and could be contributing to children's literacy within educational settings. It suggests that actor-network theory may offer a way of conceptualizing young children's engagement with digital texts in new ways. (Contains 1 table and 3 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A