Digital connections: transforming literacy in the primary school

Published on Mar 1, 2006in Cambridge Journal of Education
· DOI :10.1080/03057640500491120
Cathy Burnett14
Estimated H-index: 14
(SHU: Sheffield Hallam University),
Paul Dickinson3
Estimated H-index: 3
(SHU: Sheffield Hallam University)
+ 1 AuthorsGuy Merchant22
Estimated H-index: 22
(SHU: Sheffield Hallam University)
Much has been written about the transformative influence of new technology on the school curriculum, but only a small number of studies have focused on the practical implications for primary literacy. The dominant paradigm seems less concerned with transformation, instead favouring a view of ‘technology as enrichment’. This case study examines the possibilities of transformation through an electronically mediated partnership between two primary schools in the North of England. Children's digital texts are analysed alongside interview and observational data in order to document what transformation might look like in practice. The study illustrates how technology can be used to promote new literacy practices in the classroom, through the production of new kinds of texts. It also documents the emergence of peer‐based learning relationships and changing perceptions of the teacher's role.
  • References (24)
  • Citations (30)
📖 Papers frequently viewed together
1 Author (Guy Merchant)
29 Citations
483 Citations
1 Author (Gunther Kress)
2,142 Citations
78% of Scinapse members use related papers. After signing in, all features are FREE.
#1Sonia Livingstone (LSE: London School of Economics and Political Science)H-Index: 69
#2Magdalena BoberH-Index: 8
The research project: UK Children Go Online (UKCGO) aims to offer a rigorous and timely investigation of 9-19 year olds’ use of the internet. The project balances an assessment of online risks and opportunities in order to contribute to developing academic debates and policy frameworks for children and young people’s internet use. The research was funded by an Economic and Social Research Council grant under the ‘e-Society’ Programme, with co-funding from AOL, BSC, Childnet-International, Citize...
202 Citations
#1Sasha Matthewman (UoB: University of Bristol)H-Index: 4
#2Adrian BlightH-Index: 1
Last. Chris DaviesH-Index: 7
view all 3 authors...
The argument for a pedagogy which embraces visual and multimodal representation is well established in academic circles (Kress & Van Leeuwen, 1996; New London Group, 1996; Cope & Kalantzis, 2000) and a plethora of literacies congregate around the ever‐expanding subject English as the prime site for innovation and development. This paper will focus on one exploratory case study from the Economic and Social Research Council InterActive Education Project1 to examine how working with multimodal text...
45 CitationsSource
#1Richard AndrewsH-Index: 19
This authoritative landmark text examines the highly topical and important issue of ICT in literacy learning. Its distinctive focus on providing a systematic review of research in the field gives the reader an essential, comprehensive overview. As governments worldwide continue to invest heavily in ICT provisions in educational institutions, this book addresses the need to gather and synthesise evidence about the impact of ICT on literacy learning. An expert team of writers draw upon two recent ...
63 CitationsSource
#1Susan C. Herring (IU: Indiana University)H-Index: 42
can be found at: New Media & Society Additional services and information for Email Alerts: Subscriptions: Reprints: Permissions: SAGE Journals Online and HighWire Press platforms): (this article cites 5 articles hosted on the Citations
178 CitationsSource
Students have high levels of access to digital multimedia tools, yet classroom routines barely tap the potential of digital media for learning. Current uses of nonprint literacy resources employ routine alphabetic literacy practices and fail to fully use some unique characteristics of digital media such as immediacy, archival breadth and depth, interactivity, and the implosion of multiple media texts. Hands-on production is marginalized in elementary and secondary school settings—even when digit...
25 CitationsSource
#1Eve Bearne (University of Cambridge)H-Index: 6
In this article I want to consider shifts in the use of the word ‘literacy’ and the implications for classroom work with texts, particularly the implications of the rapid and radical emergence of new relationships between different modes of representation and communication (Kress, 2003; Raney, 1996; Unsworth, 2001). My concern is to argue that any approach to classroom literacy needs not only to recognise the new forms of text which children meet every day but to give multimodal texts a firm pla...
90 CitationsSource
#1Guy Merchant (SHU: Sheffield Hallam University)H-Index: 22
The use of ICT for communicating with those not physically present in the classroom can add a new dimension to literacy work. This study illustrates how the interactive nature of e-mail opens new possibilities for young writers, enriching the curricular emphasis on genres and forms, and expanding children's horizons by encouraging them to write in new ways for new audiences. The paper reports on a study into the use of e-mail as a means of providing support for classroom writing projects at Key ...
29 CitationsSource
#1Colin LankshearH-Index: 31
#2Michele KnobelH-Index: 29
Literacy education continues to be dominated by a mindset that has passed its use-by date. Education has failed to take account of how much the world has changed during the information technology revolution. It proceeds as though the world is the same as before - just somewhat more technologized. This is the hallmark of an 'outsider' mindset. In fact, qualitatively new literacies and new kinds of knowledge associated with digitally saturated social practices abound. 'Insiders' understand this, '...
716 Citations
The term literacy remains highly contested and debates continue about how literacy might best be researched and to what ends. For some, literacy is simply a matter of acquiring the technical competence which enables people to read and write. Literacy research conducted from this point of view does not usually concern itself with the new media but rather focuses on how people learn to code and decode print text. For others, however, literacy is more complex and involves learning a repertoire of p...
38 Citations
#1Gunther KressH-Index: 35
1. The futures of literacy: modes, logics and affordances 2. Preface 3. Going into a different world 4. Literacy and multimodality: a theoretical framework 5. What is literacy?: resources of the mode of writing 6. A social theory of text: genre 7. Multimodality, multimedia and genre 8. Meaning and frames: punctuations of semiosis 9. Reading as semiosis: interpreting the world and ordering the world 10. Some items for an agenda of further thinking
2,142 Citations
Cited By30
#1Sirje Virkus (TU: Tallinn University)H-Index: 10
#2Marit Mathiesen (TU: Tallinn University)H-Index: 1
The aim of the study was to explore Estonian primary school teachers’ information seeking behaviour, the sources and tools they use to find and evaluate information, the challenges they face and their usage of libraries. A questionnaire was used to collect the data. Fiftyfour primary school teachers in Estonia participated in this study. The study contributes to the understanding of information behavior of primary school teachers and identifies the main problems and challenges they face.
1 CitationsSource
#1Tami Craft Al-Hazza (ODU: Old Dominion University)H-Index: 4
AbstractThis mixed-method study sought to examine the experiences of a group of 21 pre-service teachers in a collegiate literacy education class which required a semester-long exploration of the potential of tablets to enhance the reading skills of youngsters. The quantitative portions of the study identified the participants’ daily use habits of electronic devices as well as their views on what is known as the new literacies. In the qualitative portions of the study, interviews and journal entr...
1 CitationsSource
#1Glenn HardakerH-Index: 17
#2Aishah Ahmad Sabki (University of Huddersfield)H-Index: 6
Last. Javed IqbalH-Index: 1
view all 3 authors...
ABSTRACTAlthough the educational experiences of South Asian Muslim women have been studied, little is known regarding the role of technology and its effects on education in this population. This study explores the use of information and communication technologies (ICT) in British Muslim girls’ schools and its effect on learning. It uses primary data from semi-structured interviews with 14–19-year-olds in three Islamic faith schools. Template analysis was used to identify emerging themes. Partici...
1 CitationsSource
#1Carina Hermansson (Umeå University)H-Index: 1
#2Tomas Saar (Karlstad University)H-Index: 3
This article explores how the processes of writing and writers emerge and transform in two examples of Swedish early childhood educational writing practices. Students' writing is a multifaceted act ...
#1Cathy Burnett (SHU: Sheffield Hallam University)H-Index: 14
This chapter explores interactions between children and iPads in a primary classroom in England. Focusing on iPads as artefacts rather than on use of specific apps, it highlights the ‘fluid materiality’ of iPads, which become different things as they are ‘actor-enabled’ within a mess of bodies, texts and other objects. It explores how interactions between bodies and devices are significant to the different ways children take up iPads. Drawing on Law’s (2008) work on complexity, it asks What does...
6 CitationsSource
#1Emmanouel Garoufallou (AHLEI: American Hotel & Lodging Educational Institute)H-Index: 9
#2Stavroula Antonopoulou (American Farm School)H-Index: 1
Last. Sirje Virkus (TU: Tallinn University)H-Index: 10
view all 6 authors...
During the last decade methods and tools for information seeking (IS) have changed dramatically. In order to help students in their IS process teachers should be information literate themselves. There is a lack of research on teachers’ perceptions and patterns of IS. Only a few studies have focused on teachers’ information seeking behavior (ISB). The aim of the current study is to explore primary school teachers’ perceptions of information literacy (IL), their IL skills, the sources and tools th...
1 CitationsSource
#1Cathy Burnett (SHU: Sheffield Hallam University)H-Index: 14
This article contributes to thinking about collaboration in classroom/virtual environments by considering how children (aged 10–11) engage in the process of ‘being together’ at the interface of the physical and virtual. It argues that, if educators are to develop effective pedagogies that capitalise on opportunities for collaborative and participatory learning, there is a need for nuanced accounts of the ways that children and young people relate to one another across on/off-screen sites and for...
11 CitationsSource
#1Liisa Ilomäki (UH: University of Helsinki)H-Index: 13
#2Sami Paavola (UH: University of Helsinki)H-Index: 22
Last. Anna Kantosalo (Helsinki Institute for Information Technology)H-Index: 4
view all 4 authors...
Digital competence is an evolving concept related to the development of digital technology and the political aims and expectations of citizenship in a knowledge society. It is regarded as a core competence in policy papers; in educational research it is not yet a standardized concept. We suggest that it is a useful boundary concept, which can be used in various contexts. For this study, we analysed 76 educational research articles in which digital competence, described by different terms, was in...
36 CitationsSource
#1Jeff GingerH-Index: 2