Rowsell, J. orcid.org/0000-0002-9062-8859 and Wohlwend, K. (2016) Free play or tight spaces? Mapping participatory literacies in apps. The Reading Teacher, 70 (2). pp. 197-205. ISSN 0034-0561
Abstract
Building on existing research applying app maps (Israelson,), the authors take an ideological orientation to broaden app evaluations and consider participatory literacies, social and communicational practices relevant to children's everyday digitally mediated lives. Drawing from their North American elementary classroom studies on children's technology play with iPads, the authors compare four typical literacy practices with apps: practicing a skill, reading an e-book, animating a film, and designing an interactive world. A rubric and radar charts are introduced to help teachers assess and visualize educational apps’ potential to develop six dimensions of participatory literacies: multiplayer, productive, multimodal, multilinear, pleasurable, and connected. The authors conclude with a push for broadened definitions and looser frameworks.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2016 International Literacy Association. This is an author-produced version of a paper subsequently published in The Reading Teacher. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Clinical Research |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 15 Nov 2023 11:27 |
Last Modified: | 15 Nov 2023 11:27 |
Status: | Published |
Publisher: | Wiley |
Refereed: | Yes |
Identification Number: | 10.1002/trtr.1490 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:205360 |