儿童早期数字技术的获取和使用:大众媒体中混杂信息的回顾

Pub Date : 2021-10-26 DOI:10.20360/langandlit29546

Laura Teichert, Jimmeka Anderson, Ann M. Anderson, J. Hare, M. McTavish

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引用次数: 4

摘要

本文分析了在加拿大一个大都市区收集的60篇纸质和在线文章，这些文章通过关注“早期识字”或“数字识字”来描述儿童的数字参与。调查结果揭示了关于儿童使用数字技术的复杂信息，这为成年人支持(或不支持)幼儿数字素养实践创造了相互竞争的框架。数字技术通常被描述为限制/控制的东西，但在学校里，数字素养被描述为在教育者的控制下占有适当的地位。跨媒体的一致信息是促进传统的、基于印刷的文本作为基本的早期识字实践。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media

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.

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