An exploration of online technoliteracy capability teaching and learning in early years classrooms

Abstract

  The increasing use of digital devices by young children, has led to calls for earlier teaching for information literacy. However, some research indicates reluctance to do this, due to perceived limitations of young children and notions about what is and is not ‘appropriate’ for them learn. This study examines this proposition, through analysis of 6 and 7 year olds’ application of ‘Technoliteracy’ capabilities during a unit of learning about Matariki (the Maori new year). It used an updated and expanded revision of Durrant and Green’s (2000) l(IT)eracy capability model, to understand how the students applied ‘Technoliteracy’ capabilities to online research and production of an information artefact for an identified audience. Although results were mixed, data was found of students’ productive engagement of ‘Technoliteracy’ capabilities aligned with Durrant and Green’s dimensions, suggesting that with developmentally-appropriate curriculum and pedagogy they were capable of integrating these for meaning making, judging meaning quality, and meaning sharing and communication. Given increasingly ubiquitous access to devices from a young age, results indicate that serious consideration should be given to teaching basic ‘Technoliteracy’ capabilities in early years classrooms.