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Young Children’s Exploration of Semiotic Resources during Unofficial Computer Activities in the Classroom
Stockholm University, Sweden.
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för humaniora, Svenska språket.
2010 (engelsk)Inngår i: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 10, nr 3, s. 271-293Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The paper describes and discusses the learning potential of unofficial techno-literacy activities in the classroom with regards to Swedish 7–8-year-olds’ exploration of semiotic resources when interacting with computers. In classroom contexts where every child works with his or her own computer, such activities tend to take up a substantial amount of time. The children have access to a wide range of sites and programmes and show an interest in discovering these resources. The paper thus explores a previously often neglected site for learning, located in the official classroom context but involving self-chosen activities with contemporary technology. In terms of theory and methodology, social semiotic ethnography is introduced into the field of young children’s techno-literacies. It is illustrated how a social semiotic approach allows for a more detailed analysis of the semiotic resources, whereas ethnographic data are necessary for an understanding of how such resources are put to use.

sted, utgiver, år, opplag, sider
Sage , 2010. Vol. 10, nr 3, s. 271-293
Emneord [en]
affordance, contemporary technology, computers, semiotic resource, social semiotic ethnography, techno-literacy, unofficial literacy activity, young children
Identifikatorer
URN: urn:nbn:se:hig:diva-5869DOI: 10.1177/1468798410372159OAI: oai:DiVA.org:hig-5869DiVA, id: diva2:278205
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Skilda världar? texthantering hemma som resurs för lärande i skolanTilgjengelig fra: 2009-11-24 Laget: 2009-11-24 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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  • sv-SE
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