Investigating pupils’ interactions around digital texts: a spatial perspective on the ‘classroom-ness’ of digital literacy practices in schools

BURNETT, Cathy (2014). Investigating pupils’ interactions around digital texts: a spatial perspective on the ‘classroom-ness’ of digital literacy practices in schools. Educational Review, 66 (2), 192-209.

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Link to published version:: https://doi.org/10.1080/00131911.2013.768959
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    Abstract

    This paper complements debates around use of new technologies and literacy in education by proposing a focus on “classroom-ness.” It highlights the significance of incidental, everyday and ephemeral practices associated with classroom technology-use. Using examples from a study of primary pupils’ interactions around digital texts, it argues that we must acknowledge the distinctiveness of technology-use in classroom contexts but also see the spaces associated with those contexts as continually constructed, relational and heterogeneous. This helps us look beyond binary distinctions – between in/out of school and global/local practices, on/off-screen and on/offline activity, material/virtual contexts and official/unofficial discourses – to recognise the complex and nuanced ways that children make meaning around new technologies. It is proposed that this theoretical lens – in recognising the complexity of classroom-ness – can help us better understand the barriers and opportunities associated with effective integration of new technologies in educational contexts.

    Item Type: Article
    Identification Number: https://doi.org/10.1080/00131911.2013.768959
    Page Range: 192-209
    Depositing User: Cathy Burnett
    Date Deposited: 24 Jun 2015 10:25
    Last Modified: 08 Jul 2019 15:45
    URI: http://shura.shu.ac.uk/id/eprint/10351

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