Examining preadolescent children’s engagement in out-of-school literacy and exploring opportunities for supporting literacy development

Abstract

In recent decades, technology has transformed children’s everyday environments and the types of literacy-related skills that are valued in educational and workplace settings. New technologies have also brought with them new opportunities for children to develop literacy skills outside of the classroom. This study focuses on the out-of-school literacy-related activities of preadolescent children aged 9–11 years; an age range in which positive attitudes toward leisure reading decline while individual autonomy and peer influence typically increase. A mixed methods design, including a survey and semi-structured interviews, was used to explore the ways children engage in literacy activities across different technology formats, the types of literacy activities children found engaging, and the reasons children gave for engaging in those activities. Results showed children engage in a variety of literacy activities across multiple formats. A range of motivations and factors influenced their engagement, including communication, family practices, social relatedness, participation and identity, and the desire for autonomy and competence. Findings suggest that supporting preadolescent children in literacy activities will require an understanding of the complex and embedded nature of their activity choices in educational and social contexts. Implications for educators and new opportunities to support struggling students are discussed.