Abstract
This paper reports on an analysis of 60 print and online articles collected in a metropolitan area in Canada that describe children’s digital engagement through a focus on ‘early literacy’ or ‘digital literacy’. Findings reveal mixed messages about children’s use of digital technology that create competing frames for adults supporting (or not) young children’s digital literacy practices. Digital technology was often characterized as something to limit/control, except in school, where digital literacy was characterized as holding a proper place when controlled by educators. Consistent across media messaging was the promotion of traditional, print-based texts as an essential early literacy practice.
Highlights
Research on young children and digital tools can be categorized as falling into two camps: those advocating for, and supporting children’s digital engagement and those advocating that children’s screen time be strictly limited and controlled
Young children draw from their experiences with, and knowledge of, digital technology in their play activities, such as dressing up like favored characters, or reenacting scenes from their favourite TV and movie programs (Huh, 2015); using discarded mobile phones or laptops as props during imaginative play (Wohlwend, 2013); or incorporating digital tools into their offline play activities (Marsh et al, 2015)
Marsh et al extended this definition into the digital sphere by defining symbolic play as, “when children use a virtual object to stand for another object [and for example] an avatar’s shoe becomes a wand” (p. 246)
Summary
Research on young children and digital tools can be categorized as falling into two camps: those advocating for, and supporting children’s digital engagement and those advocating that children’s screen time be strictly limited and controlled. Digital Literacy in Young Childhood For almost 20 years, researchers have observed and documented the use of digital technology in the lives of young children (e.g., Marsh 2004; Marsh et al, 2017; Plowman et al, 2008; Plowman & McPake, 2013; Wohlwend, 2009, 2013, 2017). Marsh et al extended this definition into the digital sphere by defining symbolic play as, “when children use a virtual object to stand for another object [and for example] an avatar’s shoe becomes a wand” Marsh et al redefined 16 types of play to include digital activities
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