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dc.contributor.authorNeumann, Michelle
dc.contributor.authorFinger, Glenn
dc.contributor.authorNeumann, David
dc.date.accessioned2018-01-03T06:27:32Z
dc.date.available2018-01-03T06:27:32Z
dc.date.issued2016
dc.identifier.issn1573-1707en_US
dc.identifier.doi10.1007/s10643-016-0792-zen_US
dc.identifier.urihttp://hdl.handle.net/10072/123797
dc.description.abstractAs we progress in the 21st century, children learn to become proficient readers and writers of both digital and non-digital texts. Knowledge, skills, and understandings of literacy emerge through sociocultural interactions with non-digital tools (e.g., paper-printed books) and digital tools (e.g., touch screen tablets). However, debate is ongoing over the role that digital experiences play in emergent literacy development. Researchers have voiced the need to conceptualise a common framework for literacy development that considers the emergence of digital literacy skills alongside conventional literacy skills and how these skills might interact during development. This is particularly important in light of the increasing use of digital texts used by young children, such as E-books and digital games. Therefore, this paper proposes a framework that might guide research and practice by examining the relationships between emergent literacy skills, emergent digital literacy skills, and proficiency in reading and writing.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherSpringeren_US
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto9en_US
dc.relation.ispartofjournalEarly Childhood Education Journalen_US
dc.subject.fieldofresearchEducation Systems not elsewhere classifieden_US
dc.subject.fieldofresearchcode130199en_US
dc.titleA Conceptual Framework for Emergent Digital Literacyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.hasfulltextNo Full Text


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