Children’s play with digital media in a Danish pre-primary school: Media literacy between a play cultural child perspective and a school-cultural adult perspective

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Danish schools are obliged to work ‘in a
playful way’ with digital media according to
the demands in the descriptions of the
curricula for pre-primary education
(Undervisningsministeriet, 2015). Much
money has been spent on digital
infrastructure, but still professionals in preprimary
education say that they are short of
time, experience and knowledge when it
comes to actual implementation of new
media in everyday school life. On the other
hand, most children come from media-rich
homes. This article addresses the gap
between in and out of school from a child’s
perspective. The key concepts are play and
media literacy, and the project’s take on
play is inspired by the paradigmatic change
towards a participatory and child-oriented
scientific position. The understanding of
media literacy is narrowed down to a
trichotomy that implies having access to
media, understanding media and creating/
expressing oneself using media. A
qualitative study within the sociocultural
scientific field was carried out in order to
gain a fuller understanding of a child’s
perspective of media literacy
Original languageEnglish
Title of host publicationThe Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research : Proceedings of the first Training School of COST Action IS1410
EditorsÍris Pereira, Altina Ramos, Jackie Marsh
Publication date3. Nov 2016
ChapterPaper 9
ISBN (Electronic)978-989-8525-48-2
Publication statusPublished - 3. Nov 2016
Event1st Training School of COST Action IS1410: The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research - University of Minho, Braga, Portugal
Duration: 6. Jun 20168. Jun 2016
Conference number: 1


Course1st Training School of COST Action IS1410
LocationUniversity of Minho

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