Date of Award

1-1-2014

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Literacy Teaching and Learning

Program

Reading

Content Description

1 online resource (ix, 205 pages) : illustrations.

Dissertation/Thesis Chair

Margaret Sheehy

Committee Members

Peter Johnston, Kelly Wissman, Jianwei Zhang

Keywords

activity theory, apprenticeship, ebooks, interactions, iPad, meaning making, Meaning (Psychology), Meaning-text theory (Linguistics), Reading (Early childhood), Internet and children, Technology and children

Subject Categories

Early Childhood Education | Educational Technology | Elementary Education

Abstract

As children increasingly use digital technologies in interactions with their parents (Marsh, 2003, 2004, 2011; Robinson & Turnbull, 2005), such possibilities create new ways in which literacy is practiced (Barton, Hamilton, & Ivanič, 2000; Jewitt, 2008; Street, 1998). Yet, what the literacy field knows about interactions between children and parents comes mostly from studies on traditional print (Caspe, 2009; Halliday, 1975; Heath, 1983). The research attending to children's interactions with technologies suggests that while young children are immersed in a culture of digital media, research on young children's home literacy practices involving technologies is far from comprehensive.

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