Digital natives’?: New and old media and children’s outcomes
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The current generation of young children has been described as 'digital natives', having been born into a ubiquitous digital media environment. They are envisaged as educationally independent of the guided interaction provided by 'digital immigrants': parents and teachers. This article uses data from the Longitudinal Study of Australian Children (LSAC) to study the development of vocabulary and traditional literacy in children aged from 0 to 8 years; their access to digital devices; parental mediation practices; children's use of digital devices as recorded in timediaries; and, finally, the association between patterns of media use and family contexts on children's learning. The analysis shows the importance of the parental context in framing media use for acquiring vocabulary, and suggests that computer (but not games) use is associated with more developed language skills. Independently of these factors, raw exposure to television is not harmful to learning.
Australian Journal of Education
Copyright 2011 Australian Council for Educational Research. This article may not exactly replicate the final version published in Australian Journal of Education. It is not a copy of the record. Final and authorised version first published in Australian Journal of Education in Vol. 55(2), published by the Australian Council for Educational Research.
Curriculum and Pedagogy not elsewhere classified