Affiliation:
1. Stockholm University, Sweden,
2. Gävle University, Sweden
Abstract
The article describes and discusses the learning potential of unofficial techno-literacy activities in the classroom with regards to Swedish 7—8-year-olds’ exploration of semiotic resources when interacting with computers. In classroom contexts where every child works with his or her own computer, such activities tend to take up a substantial amount of time. The children have access to a wide range of sites and programs and show an interest in discovering these resources. The article thus explores a previously often neglected site for learning, located in the official classroom context but involving self-chosen activities with contemporary technology. In terms of theory and methodology, social semiotic ethnography is introduced into the field of young children’s techno-literacies. It is illustrated how a social semiotic approach allows for a more detailed analysis of the semiotic resources, whereas ethnographic data are necessary for an understanding of how such resources are put to use.
Reference33 articles.
1. Barton D. ( 2006) The significance of a social practice view of language, literacy and numeracy. In: Tett L, Hamilton M and Hillier Y (eds) Adult Literacy, Numeracy and Language: Policy, Practices and Research. Maidenhead: Open University Press, 21-30.
2. Local Literacies
3. Multimodality, literacy and texts: Developing a discourse
Cited by
29 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献