Investigating children’s interactions around digital texts in classrooms : how are these framed and what counts?

BURNETT, Cathy (2013). Investigating children’s interactions around digital texts in classrooms : how are these framed and what counts? Education 3-13, 43 (2), 197-208.

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Abstract

This article argues that, in informing our understanding of the possibilities and challenges associated with new technologies in educational contexts, we need to explore what counts to children when using digital texts in classrooms, and what children think counts for their teachers. It suggests that such insights can be gained by investigating children's interactions around these texts and, drawing on Goffman's work, considering how these are framed. This is illustrated using examples from a study of classroom digital literacy events. The article suggests that it is important to consider how frames disrupt, intersect with and over-layer each other.

Item Type:	Article
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Departments - Does NOT include content added after October 2018:	Faculty of Social Sciences and Humanities > Department of Teacher Education
Identification Number:	https://doi.org/10.1080/03004279.2013.800576
Page Range:	197-208
Depositing User:	Cathy Burnett
Date Deposited:	26 Apr 2017 12:57
Last Modified:	18 Mar 2021 04:10
URI:	https://shura.shu.ac.uk/id/eprint/15165

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