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A presentation given by Professor Jackie Marsh to the REAL Project conference on May 24, 2011.
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FAMILY DIGITAL LITERACYJACKIE MARSH, UNIVERSITY OF SHEFFIELD
REAL PROJECT CONFERENCE, 24TH MAY 2011
Sunday, 22 May 2011
STRUCTURE OF TALK
FAMILY DIGITAL LITERACY PROJECT
EMERGENT DIGITAL LITERACY
ORIM DIGITAL LITERACY FRAMEWORK
Sunday, 22 May 2011
FAMILY DIGITAL LITERACY PROJECT
JACKIE MARSH, PETER HANNON, MARGARET MITCHELL AND LOUISE RITCHIE
Sunday, 22 May 2011
BACKGROUND TO THE STUDY
PREVIOUS FAMILY LITERACY RESEARCH HAS FOCUSED ON INTERACTIONS AROUND PRINT LITERACY
THERE HAS BEEN A RANGE OF RECENT RESEARCH WHICH HAS OUTLINED THE NATURE OF CHILDREN’S ENGAGEMENT IN A RANGE OF DIGITAL LITERACY PRACTICES FROM BIRTH (MARSH ET AL., 2005)
THERE IS, THEREFORE, A NEED TO EXTEND PREVIOUS UNDERSTANDING OF FAMILY LITERACY PRACTICES TO INCLUDE A FOCUS ON ENGAGEMENT WITH DIGITAL TEXTS AND ARTEFACTS
Sunday, 22 May 2011
RESEARCH QUESTIONS
WHAT IS THE NATURE OF YOUNG CHILDREN’S DIGITAL LITERACY PRACTICES IN THE HOME?
WHAT IS THE NATURE OF CHILDREN’S INTERACTION WITH OTHER MEMBERS OF THE FAMILY AND WIDER NETWORKS IN THEIR DIGITAL LITERACY PRACTICES?
Sunday, 22 May 2011
METHODOLOGY: PARENTS AS
CO-RESEARCHERSFOUR PARENTS OF CHILDREN AGED BETWEEN 2 AND 4 IDENTIFIED BY THE SCHOOL (ALL MOTHERS)
RANGE OF CULTURAL AND EDUCATIONAL BACKGROUNDS
ALL 4 ATTENDED MEETING WITH UNIVERSITY TEAM
PURPOSE OF THE STUDY AND ETHICAL PROCEDURES DISCUSSED
MOTHERS’ ADVICE SOUGHT AND ACCEPTED
MOTHERS PROVIDED WITH VIDEO CAMERA, STILL CAMERA AND NOTEBOOK
SUPPORT THROUGH HOME VISITS BY RESEARCH TEAM
DATA COLLECTED OVER A PERIOD OF 4 WEEKS
Sunday, 22 May 2011
LUBNA (CHILD 1) AGED 3
LUBNA LIVED WITH HER PARENTS AND OLDER BROTHER AND SISTER. LUBNA’S MOTHER, HUSNA, DESCRIBED THE FAMILY’S ETHNIC ORIGIN AS ‘PAKISTANI’. HUSNA WORKED IN THE HOME AND HER HUSBAND WAS SELF-EMPLOYED. THE FAMILY SPOKE PUNJABI, URDU AND ENGLISH.
Sunday, 22 May 2011
FAROOQ (CHILD 2) AGED 2
FAROOQ LIVED WITH HIS MOTHER, WAFEEQA, FATHER AND OLDER BROTHER. WAFEEQA DESCRIBED THE FAMILY’S ETHNIC ORIGIN AS ‘BRITISH PAKISTANI’. WAFEEQA WAS THE MANAGER OF A CHILDREN’S CENTRE AT THE LOCAL PRIMARY SCHOOL. HER HUSBAND WORKED AT A BAKERY. THE FAMILY SPOKE PUNJABI AND ENGLISH.
Sunday, 22 May 2011
GRACE (CHILD 3) AGED 4
GRACE LIVED WITH HER PARENTS AND YOUNG BROTHER. HER MOTHER, ANGELA, WORKED IN THE HOME AND HER FATHER, JAMES, WAS A TEACHER OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS. ANGELA DESCRIBED THE FAMILY’S ETHNIC ORIGIN AS WHITE. THE FAMILY SPOKE ENGLISH, ALTHOUGH ANGELA AND JAMES COULD SPEAK OTHER, EUROPEAN, LANGUAGES.
Sunday, 22 May 2011
SOHAIL (CHILD 4) AGED 2SOHAIL LIVED WITH HIS MOTHER, SAIRA, HIS FATHER AND HIS UNCLE (WHO WAS LIVING WITH THE FAMILY TEMPORARILY). SAIRA DEFINED HERSELF AS BRITISH ASIAN WITH PAKISTANI HERITAGE, AND HER HUSBAND AS PAKISTANI (HE MOVED TO ENGLAND FOLLOWING THEIR WEDDING FIVE YEARS PREVIOUSLY). SAIRA WORKED PART TIME AS A CIVIL SERVANT AND HER HUSBAND WORKED IN A FACTORY, AND ALSO PART-TIME AS A DELIVERY DRIVER AT WEEKENDS. THE FAMILY SPOKE ENGLISH, URDU AND PUNJABI.
Sunday, 22 May 2011
PROJECT
VIDEO CLIPS
TOTAL
PROJECT
MINUTES
FILMED
NUMBER OF
STILL
PHOTOGRAPHS
HUSNA (LUBNA)
WAFEEQA (FAROOQ)
ANGELA (GRACE)
SAIRA (SOHAIL)
TOTAL
33 32.49 21
15 24.49 0
14 23.33 90
18 14.31 214
66 91.59 325
Sunday, 22 May 2011
DIGITAL PRACTICES - 1SINGING, DANCING, TALKING TO/ IN FRONT OF TV
WATCHING TV ON OWN
WATCHING TV WITH SIBLING/ FRIEND
WATCHING TV WITH PARENT
WATCHING A FILM ON A LARGE SCREEN
USING AN ELECTRONIC TOY
USING MOBILE PHONE TO TALK TO IMAGINARY PERSON
USING MOBILE PHONE TO TALK TO REAL PERSON
Sunday, 22 May 2011
DIGITAL PRACTICES IIUSING MOBILE PHONE TO TAKE PHOTOGRAPHS
USING A MOBILE PHONE TO ENGAGE IN A VIDEO CALL
USING A MOBILE PHONE TO LISTEN TO MUSIC
USING A LAPTOP TO PLAY A GAME
USING A LAPTOP WITH HELP FROM PARENTS
USING LAPTOP TO WATCH VIDEO CLIPS ON YOUTUBE
USING A LAPTOP WITH A FRIEND
Sunday, 22 May 2011
DIGITAL PRACTICES - III
USING A DIGITAL CAMCORDER AND CAMERA
ATTEMPTING OPERATIONAL PROCEDURES WITH HARDWARE
USING A DISHWASHER
USING A CD PLAYER
USING HEADPHONES
Sunday, 22 May 2011
Sunday, 22 May 2011
He’s got an Arabic teacher, like a little laptop, and it teaches you the Arabic alphabet and certain verses from the Koran and certain famous sayings or....I’m not sure if they’re sayings, are they, in Arabic and then it translates them into English.
(Saira, Interview 1)
MULTILINGUAL DIGITAL LITERACIES
Sunday, 22 May 2011
Wafeeqa: When it goes “do-do-do” and he knows that mum’s....when I
get it, he comes over my shoulder and looks.
Louise: Ah ha, so right....
Wafeeqa: He does, but I don’t think he’d say, “Who’s texting?”, but he
knows that it’s here.
Louise: He comes to see what’s on the screen?
Wafeeqa: Yeah, he does, he comes over like that and looks while I do
whatever else you do.
(Wafeeqa, Interview 2)
EMERGENT DIGITAL LITERACY
Sunday, 22 May 2011
SCAFFOLDING
He will do, but I don’t think he’s learning when he’s....well he might be but I don’t think he’s following it on his own, you know, like I encourage.....When I sit with him and I’ll say, “Press the button” and slow him down, because when he’s on his own he’ll just sort of press random buttons and he’ll press more than one button at one time, and he’s not really sort of learning from it. Whereas if I’m with him and I sort of say, “Press one button” and make him repeat after it, I think he is....I hope he is learning properly then.
(Saira, Interview 1)
Sunday, 22 May 2011
I think it is probably quite an untapped tool, the digital literacy, and it happens kind of organically and naturally, which is kind of what I just know; which is why I think to actually teach how, how did you put it ‘media literacy’, to actually teach that it would be quite dry and to actually do it and be involved in it.
(Angela, interview 2)
Sunday, 22 May 2011
Time Action Dialogue Notes
0000-0007 Angela moves the camera around the living room door to focus on Grace, who is using a laptop on a small table near the television.
Grace’s baby brother can be heard babbling in the background.
0008 -0015
Grace doesn’t look up; she is focused on the screen.
Angela says, ”Grace is playing with her Dora game on the computer while mummy makes dinner”.
0016-0024 Angela moves in quite closely with the camera from behind Grace. Grace is focused on the screen, playing the ‘Dora the Explorer’ game.
Grace remains concentrated despite possible distractions
Sunday, 22 May 2011
Time Action Dialogue Notes0025-0039 Grace looks up to the camera
when her mum starts to speak and then returns to the game. The game involves reading text on screen in order to choose an adventure.
As she reaches the laptop, Angela says, “It’s a new game, from her Uncle Tom for her birthday...It’s her first computer game.”
Parent is supplying more contextual information
0040-0044 Grace listens to the game instructions, which asks her to choose her suitcase in order to go on the adventure. She manipulates the pointer on screen. Her younger brother moves in next to her and places his face quite close to the screen to watch the action.
Grace seems drawn into the idea of preparing for a journey or adventure
0045-0053 Grace moves her pointer over the suitcases on the right-hand side of the screen (one of which has her name underneath it).Grace does not try to click on the suitcase with her name on it. She places the pointer over another suitcase.
Angela: “Oh look, I’ve made a suitcase for you Grace, can you see it? Can you read your name?” Game narrator: “Start a new adventure!”
Parent scaffolding
Sunday, 22 May 2011
Time Action Dialogue Notes0054-0056 Grace clicks on a suitcase
and a keyboard appears on screen. She types in her name. Her brother is making noises that signal discomfort but she ignores him.
Angela says, “Oh you want to…”
Is her brother getting impatient that he cannot play the game?
0057 – 1.16 Grace moves the pointer to ‘G’ and clicks on it. Grace moves pointer below the letters.Angela points to ‘R’ on the screen.Grace moves the cursor to ‘R’ and clicks on it.
Angela: “What’s your name begin with, Grace? ‘G’. That’s right, good girl. What’s next?”Grace: “I don’t know.”Angela: “’R’”Grace: “But I can’t see one.”Angela: “’R’. It’s a big ‘R’. That one there, look…It’s that one there, look.”
Letter recognition and production (through keyboard)
1.17 – 1.25 Screen goes out of focus.Grace clicks on ‘A’.
Game narrator: “Use the letters to enter your name.”Angela: “’A’?”Grace: “A? Where’s A?”Angela: “A is the first one.”Grace: “Where’s ‘A’? Can’t do.”
This software presumably designed as ‘educational’
Sunday, 22 May 2011
INTERGENERATIONAL DIGITAL LITERACY
PRACTICES
LUBNA
FAROOQ
GRACE
SOHAIL
•WATCHING TELEVISION WITH HER FATHER•MUM INSTRUCTING LUBNA HOW TO READ THE TEXT ON A WASHING MACHINE
•PLAYING AN ELECTRONIC TOY WITH AN OLDER BROTHER•WATCHING TELEVISION WITH FATHER•TALKING ON MOBILE PHONE TO FAMILY MEMBER
•WATCHING TELEVISION WITH YOUNGER BROTHER•USING COMPUTER AS YOUNGER BROTHER WATCHED•PLAYING WITH MUM’S MOBILE PHONE, AS MUM INSTRUCTED GRACE ON HOW TO USE IT
•MOTHER, AUNTS AND UNCLE INSTRUCTING SOHAIL ON HOW TO USE VIDEO CAMERA ON A MOBILE PHONE•MOTHER AND AUNT GIVING INSTRUCTIONS TO SOHAIL WHEN HE WAS ACCESSING YOUTUBE ON A LAPTOP•USING A MOBILE PHONE TO ENGAGE IN A VIDEO CALL WITH AN AUNT AND GRANDFATHER
Sunday, 22 May 2011
My dad always video calls. I don’t video call people basically because it costs me too much from my phone but my dad always, whenever he rings me and he wants to speak to Sohail he always video calls me, yeah, and speaks to Sohail.. And my dad does it as well when he’s out somewhere and he sees something, he’ll ring and then he’ll point the camera at whatever it is he’s showing Sohail. He did it at the train station once and he was showing Sohail the waterfall...
(Saira, interview 2)
Sunday, 22 May 2011
A COMPARISON BETWEEN EMERGENT LITERACY IN 1986
AND EMERGENT DIGITAL LITERACY IN THE 21ST
CENTURY
Sunday, 22 May 2011
1. SCHOOL-RELATED ACTIVITY (HOMEWORK, FORMS AND LETTERS FROM
SCHOOL, PLAYING SCHOOL) 2. DAILY LIVING ROUTINES (MAINTAINING THE SOCIAL ORGANISATION OF THE
FAMILY, SHOPPING, COOKING, PAYING BILLS)3. WORK (RELATED TO FAMILY EMPLOYMENT)4. PARTICIPATING IN ‘INFORMATION NETWORKS’ (TO FIND OUT WHAT WAS
HAPPENING IN AREAS OF INTEREST E.G. READING SPORTS PAGES OF NEWSPAPERS)5. RELIGION (E.G. READING HOLY BOOKS)6. LITERACY FOR THE SAKE OF TEACHING/ LEARNING LITERACY (E.G.
PHONICS/ PHONOLOGICAL AWARENESS ACTIVITIES). 7. INTERPERSONAL COMMUNICATION (LETTERS, BIRTHDAY CARDS)8. STORYBOOK TIME (ADULT-CHILD READING)9. ENTERTAINMENT (E.G. READING BOOKS, COMICS)
(TEALE, 1986)
PURPOSES FOR LITERACY IN THE HOME
Sunday, 22 May 2011
1. SCHOOL-RELATED ACTIVITY -
NO COMPARATIVE DATA RELATING TO DIGITAL LITERACY
Sunday, 22 May 2011
DIGITAL LITERACY FOR DAILY LIVING ROUTINES
SHOPPING ONLINE
PAYING BILLS ONLINE
ORGANISING THE HOUSEHOLD
USING MOBILE PHONES AND
COMPUTERS
TRAVELLING USING GPS
TECHNOLOGY (E.G. TOMTOMS)
2
Sunday, 22 May 2011
DIGITAL LITERACY FOR WORK
COMPUTER USE FOR WORK
PURPOSES
SEEKING EMPLOYMENT
USING THE INTERNET
3
Sunday, 22 May 2011
DIGITAL LITERACY FOR PARTICIPATING IN INFORMATION NETWORKS
USE OF INTERNET TO CONTACT NETWORKED COMMUNITIES (ON COMPUTER AND MOBILE PHONES)
4
Sunday, 22 May 2011
DIGITAL LITERACY FOR RELIGION
USE OF THE INTERNET TO DEVELOP NETWORKED RELIGIOUS COMMUNITIES
5
Sunday, 22 May 2011
DIGITAL LITERACY FOR THE SAKE OF LEARNING/ TEACHING LITERACY
USE OF COMPUTER PROGRAMMES FOCUSED ON PHONOLOGICAL AWARENESS OF PHONICS SKILLS
SPELLING GAMES ONLINE
USE OF ELECTRONIC TOYS FOCUSED ON PHONICS/ SPELLING E.G. LEAPPAD BOOKS/ TOYS
6
Sunday, 22 May 2011
DIGITAL LITERACY FOR INTERPERSONAL COMMUNICATION
CHATROOMS
INTERNET MESSENGER
TEXTING
7
Sunday, 22 May 2011
DIGITAL STORYBOOK TIME
PARENTS AND CHILDREN READING TALKING BOOKS ON A COMPUTER
USE OF ELECTRONIC TOYS THAT RE-TELL NARRATIVES
8
Sunday, 22 May 2011
Sunday, 22 May 2011
DIGITAL LITERACY FOR ENTERTAINMENT
TELEVISION/ DVD - FILMS, PROGRAMMES
COMPUTERS - GAMES/ INTERNET
CONSOLE GAMES - E.G. WII
HANDELD GAMES
MOBILE PHONES - VIDEO, MUSIC
9
Sunday, 22 May 2011
Sunday, 22 May 2011
ORIM AND DIGITAL LITERACY
TELEVISION MOBILE PHONE INTERNET
OPPORTUNITIES
RECOGNITION
MODEL
INTERACTION
•USE OF ELECTRONIC PROGRAMMING GUIDE (EPG)•MAGAZINES RELATED TO TELEVISION PROGRAMMES
•USE OF TEXTING FACILITIES•USING INTERNET FOR A RANGE
OF PURPOSES E.G. SHOPPING,GAMES
•RECOGNISING CHILDREN’S UNDERSTANDING OF MOVING IMAGE MEDIA NARRATIVES
•RECOGNISING CHILDREN’S ABILITY TO UNDERSTAND PURPOSES OF TEXTING
•RECOGNISING CHILDREN’S USE
OF INTERNET TOOLS E.G. FAVOURITES MENU
•PARENT MODELLING USING EPG/ RADIO TIMES
•PARENT TALKING ABOUT THE MESSAGES THEY WRITE AND RECEIVE
•PARENT MODELLING USING COMPUTER FOR COMMUNICATION PURPOSES E.G. FACEBOOK
•PARENT TALKING WITH CHILD ABOUT PROGRAMME HE/ SHE HAS WATCHED•READING EPG TOGETHER
•PARENT WRITING MESSAGES WITH CHILD
•PARENT AND CHILD PLAYING
INTERNET GAMES TOGETHER (E.G. CBEEBIES)
Sunday, 22 May 2011
CONCLUSIONS
FAMILY LITERACY PRACTICES INCLUDE A WIDE RANGE OF DIGITAL LITERACY PRACTICES IN THE 21ST CENTURY
SIMILAR PRACTICES EXIST TO THOSE IDENTIFIED IN RELATION TO PRINT LITERACY E.G. MODELLING, SCAFFOLDING
FAMILY LITERACY PROGRAMMES SHOULD ACKNOWLEDGE AND BUILD ON THESE ASPECTS OF FAMILIES’ LIVES
Sunday, 22 May 2011
I’d encourage Sohail with the computer and I’m happy that...because that’s the way forward, you know. And hopefully if he’s encouraged at a younger age he’ll be more confident and familiar with it for use in school and university hopefully, and work.
(Saira, Interview 1)
Sunday, 22 May 2011
