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Using mobile phones as placed resources for literacy learning in a remote Indigenous community in Australia

journal contribution
posted on 2012-07-01, 00:00 authored by Glenn AuldGlenn Auld, I Snyder, M Henderson
Despite massive funding from the Australian government, the literacy achievement of Australian Indigenous children remains significantly lower than for non-Indigenous. With the aim of identifying innovative ways to improve Indigenous children's literacy achievement, this study explored the social practices surrounding everyday mobile phone use by Indigenous people in a remote Australian community. Informed by the notion of ‘placed resources’, which highlights the understanding that digital literacies are best considered as resources situated by social practices that have local effect, the study surveyed 95 people living in a remote Indigenous community about their mobile phone practices. The study also examined a video of a literacy event between a mother and her child around the use of a mobile phone. The findings revealed the strong relational aspects of phone use in remote communities. Integral to the concept of placed resources is a respect for the practices communities find important as they adopt artefacts for their everyday communication.

History

Journal

Language and education

Volume

26

Issue

4

Season

Special Issue : Digital literacies

Pagination

279 - 296

Publisher

Routledge

Location

Abingdon, England

ISSN

0950-0782

eISSN

1747-7581

Indigenous content

This research output may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. We apologise for any distress that may occur.

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2012, Taylor & Francis