Teaching internet inquiry in the early years: a microcase of teaching practice with iPads

Lynch, Julianne 2016, Teaching internet inquiry in the early years: a microcase of teaching practice with iPads, in BERA 2016: Annual Conference for the British Educational Research Association, British Educational Research Association, London, Eng..

Title Teaching internet inquiry in the early years: a microcase of teaching practice with iPads
Author(s) Lynch, JulianneORCID iD for Lynch, Julianne orcid.org/0000-0003-3180-8224
Conference name British Educational Research Association. Annual Conference (2016 : Leeds, Eng.)
Conference location Leeds, Eng.
Conference dates 12-15 Sep. 2016
Title of proceedings BERA 2016: Annual Conference for the British Educational Research Association
Publication date 2016
Publisher British Educational Research Association
Place of publication London, Eng.
Keyword(s) educational technology
information literacy
early years learners
Summary This paper focuses on teaching practices intended to support primary school students’ internet inquiries and the development of requisite knowledge and skills. The paper builds on growing knowledge about multimodal pedagogy (e.g., Walsh, 2011) and how such pedagogies not only bring with them intrinsic benefits for student engagement and learning, but also offer opportunities to reinforce and refine traditional print literacies (e.g., McKee and Heydon, 2015). A microethnographic approach is taken, involving a close examination of short classroom episodes. The data include classroom video footage and teacher interviews concerning one lesson where students aged six, seven and eight undertook research using iPads. Within the lesson, the iPads were treated as a suite of resources, tools and channels to be put into operation in the service of student inquiries, where informational texts could be found on the internet and then used as sources for new knowledge and material for the students’ multimedia artefacts. Print literacy skills were similarly treated as resources to be drawn upon in the service of inquiry work. The data is assembled to provide a window into the complexities of teaching in this context, with a particular focus on how new and traditional literacy practices are interwoven. The analysis shows how digital and ‘non-digital’ resources, modes and channels are strategically assembled by the teacher and her students through the practice of fit-for-purpose inquiry, reading and composition strategies. An explicit discourse of purpose is put to work in this classroom to make sense of materials, resources and curricula within a context of contradictory policy discourses. Thus an approach to curriculum and pedagogy is illustrated that lays the foundations for crucial contemporary information literacies, serving our increasingly everyday need to make strategic use of digital and online tools to navigate the internet and shape it for our own purposes. The interdependence of traditional and new literacies in such contexts reveals the nonsense of dominant discourses found in the media that emphasise the importance of one mode or one method, as well as divisive public politics that seeks to perpetuate understandings of traditional and new literacies as dichotomous domains that compete for airtime in classrooms, resulting in teachers’ neglect of literacy ‘basics’. In contrast to popular fears, in this classroom, both digital and traditional literacy skills and knowledge were developed, employed and reinforced as part of the students’ digital work.
Language eng
Field of Research 130105 Primary Education (excl Maori)
Socio Economic Objective 930203 Teaching and Instruction Technologies
HERDC Research category E3 Extract of paper
ERA Research output type X Not reportable
Copyright notice ©2016, BERA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30088652

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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