"And Then It's My Turn": Negotiating Participation in Tablet Activities in Early Childhood Education and Care

Autor/inn/en	Aarsand, Pål; Sørenssen, Ingvild Kvale
Titel	"And Then It's My Turn": Negotiating Participation in Tablet Activities in Early Childhood Education and Care
Quelle	In: Journal of Early Childhood Literacy, 23 (2023) 4, S.642-664 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aarsand, Pål)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/14687984211030614
Schlagwörter	Participation; Tablet Computers; Early Childhood Education; Child Care; Preschool Children; Digital Literacy; Foreign Countries; Cooperation; Norway + Suchen Sie Ihr Suchwort? Teilnahme; Tablet computer; Tablet PC; Computer; Digitalrechner; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Co-operation; Kooperation; Norwegen
Abstract	The article explores the sociomaterial organization of preschool children's digital literacy activities, focusing on how participant positions are enacted and distributed. The data material consists of 70 hours of video-recorded observations in early childhood education and care in Norway. Drawing on Ethnomethodology/conversation analysis (EMCA) and Science and Technology Studies (STS), we approach digital literacy practices through the following analytical concepts: participation framework, positioning, script and mutual enactment. The analysis of a twenty-minute sequence shows how tablet activities are dynamic and shifting, where the participant framework, positions and scripts are mutually enacted. Through our analysis we show how the creation of activity frames with a joint focus of attention is important for establishing and sustaining digital literacy as a collaborative activity. It is suggested that applications with weaker scripts might also be important. Here, we show how the "owner" uses a range of interactional resources to establish and sustain control and mutual involvement in literacy activity. This also involves how the technology is enacted in multiple ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01