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Theorizing Digital Literacy Practices in Early Childhood

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Published

Standard

Theorizing Digital Literacy Practices in Early Childhood. / Erstad, Ola; Gillen, J .

The Routledge Handbook of Digital Literacies in Early Childhood. ed. / Ola Erstad; Rosie Flewitt; Bettina Kuemmerling-Meibauer; Iris Pereira. London : Routledge, 2019. p. 31-44.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)

Harvard

Erstad, O & Gillen, J 2019, Theorizing Digital Literacy Practices in Early Childhood. in O Erstad, R Flewitt, B Kuemmerling-Meibauer & I Pereira (eds), The Routledge Handbook of Digital Literacies in Early Childhood. Routledge, London, pp. 31-44.

APA

Erstad, O., & Gillen, J. (2019). Theorizing Digital Literacy Practices in Early Childhood. In O. Erstad, R. Flewitt, B. Kuemmerling-Meibauer, & I. Pereira (Eds.), The Routledge Handbook of Digital Literacies in Early Childhood (pp. 31-44). London: Routledge.

Vancouver

Erstad O, Gillen J. Theorizing Digital Literacy Practices in Early Childhood. In Erstad O, Flewitt R, Kuemmerling-Meibauer B, Pereira I, editors, The Routledge Handbook of Digital Literacies in Early Childhood. London: Routledge. 2019. p. 31-44

Author

Erstad, Ola ; Gillen, J . / Theorizing Digital Literacy Practices in Early Childhood. The Routledge Handbook of Digital Literacies in Early Childhood. editor / Ola Erstad ; Rosie Flewitt ; Bettina Kuemmerling-Meibauer ; Iris Pereira. London : Routledge, 2019. pp. 31-44

Bibtex

@inbook{a1cc69588f0147a3ad4758bf53a41ae2,
title = "Theorizing Digital Literacy Practices in Early Childhood",
abstract = "There are many conceptualizations of digital literacies in early childhood that are theoretically rich and fruitful. However, the idea of a linear trajectory of historic developments is too simplistic. In the present day, we witness not a universally acknowledged sense of progress along a linear line of thinking, but rather a somewhat chaotic yet fruitful state of co-existence. We propose to explore some key points and tensions informing understandings of digital literacy practices in early childhood, by first introducing highly influential attitudes in defining literacy in early childhood leading up to the more diverse orientations during the last decade. Further, what we propose in this chapter is to structure the presentation around two loosely theoretical orientations; ‘digital literacy as multimodal meaning making’, and ‘digital literacies as embodied, material and socio-spatial’. Towards the end of this chapter we draw out some implications and issues of theorisations within the field of digital literacy practices in early childhood.",
keywords = "Digital literacies, literacy practices , media, multimodality, technologies",
author = "Ola Erstad and J Gillen",
year = "2019",
month = "7",
day = "23",
language = "English",
pages = "31--44",
editor = "Ola Erstad and Rosie Flewitt and Bettina Kuemmerling-Meibauer and Iris Pereira",
booktitle = "The Routledge Handbook of Digital Literacies in Early Childhood",
publisher = "Routledge",

}

RIS

TY - CHAP

T1 - Theorizing Digital Literacy Practices in Early Childhood

AU - Erstad, Ola

AU - Gillen, J

PY - 2019/7/23

Y1 - 2019/7/23

N2 - There are many conceptualizations of digital literacies in early childhood that are theoretically rich and fruitful. However, the idea of a linear trajectory of historic developments is too simplistic. In the present day, we witness not a universally acknowledged sense of progress along a linear line of thinking, but rather a somewhat chaotic yet fruitful state of co-existence. We propose to explore some key points and tensions informing understandings of digital literacy practices in early childhood, by first introducing highly influential attitudes in defining literacy in early childhood leading up to the more diverse orientations during the last decade. Further, what we propose in this chapter is to structure the presentation around two loosely theoretical orientations; ‘digital literacy as multimodal meaning making’, and ‘digital literacies as embodied, material and socio-spatial’. Towards the end of this chapter we draw out some implications and issues of theorisations within the field of digital literacy practices in early childhood.

AB - There are many conceptualizations of digital literacies in early childhood that are theoretically rich and fruitful. However, the idea of a linear trajectory of historic developments is too simplistic. In the present day, we witness not a universally acknowledged sense of progress along a linear line of thinking, but rather a somewhat chaotic yet fruitful state of co-existence. We propose to explore some key points and tensions informing understandings of digital literacy practices in early childhood, by first introducing highly influential attitudes in defining literacy in early childhood leading up to the more diverse orientations during the last decade. Further, what we propose in this chapter is to structure the presentation around two loosely theoretical orientations; ‘digital literacy as multimodal meaning making’, and ‘digital literacies as embodied, material and socio-spatial’. Towards the end of this chapter we draw out some implications and issues of theorisations within the field of digital literacy practices in early childhood.

KW - Digital literacies

KW - literacy practices

KW - media

KW - multimodality

KW - technologies

M3 - Chapter (peer-reviewed)

SP - 31

EP - 44

BT - The Routledge Handbook of Digital Literacies in Early Childhood

A2 - Erstad, Ola

A2 - Flewitt, Rosie

A2 - Kuemmerling-Meibauer, Bettina

A2 - Pereira, Iris

PB - Routledge

CY - London

ER -