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Digital-print entanglements: debunking dichotomous thinking in the early years literacy classroom

Lynch, Julianne 2015, Digital-print entanglements: debunking dichotomous thinking in the early years literacy classroom, in Digital Literacies Come to School: Uses and impacts of mobile touch screen devices on early literacy teaching and learning, CFREFI (Deakin University), Burwood, Vic..

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Title Digital-print entanglements: debunking dichotomous thinking in the early years literacy classroom
Author(s) Lynch, JulianneORCID iD for Lynch, Julianne orcid.org/0000-0003-3180-8224
Conference name Digital Literacies Come to School. Research Symposium (2015 : Burwood, Vic.)
Conference location Burwood, Vic.
Conference dates 17 Jul. 2015
Title of proceedings Digital Literacies Come to School: Uses and impacts of mobile touch screen devices on early literacy teaching and learning
Publication date 2015
Publisher CFREFI (Deakin University)
Place of publication Burwood, Vic.
Keyword(s) educational technology
information literacy
literacy education
education policy
teacher practice
ipads
Summary Politicians, newspaper reporters and parents alike seem to need to classify young people’s work as either screen-based or social; as either virtual or ‘real’; as either digital or print. This provocation uses classroom video footage to demonstrate the imbrication of digital- and print-based literacies that is supported when expert literacy teachers use mobile touch screen devices with their students. The aim is to expose the nonsense of dichotomous thinking in relation to teaching and curriculum practices.Provocation: The notional distinction between digital- and print-based is easily troubled when we look at practice, but clearly this distinction serves some agendas well, particularly in terms of the ‘fit’ with, and reproduction of, established practices for managing resources and knowledge. If this distinction is largely a fiction, what might the public relations ‘spin’ be that would speak productively to stakeholders in literacy education?
Language eng
Field of Research 130105 Primary Education (excl Maori)
Socio Economic Objective 930203 Teaching and Instruction Technologies
HERDC Research category E3.1 Extract of paper
ERA Research output type X Not reportable
Copyright notice ©2015, Deakin University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30088654

Document type: Conference Paper
Collection: School of Education
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