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

Helle Hovgaard Jørgensen

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

Helle Hovgaard Jørgensen

University College Lillebælt

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

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Abstract

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 language	English
Title of host publication	The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research : Proceedings of the first Training School of COST Action IS1410
Editors	Íris Pereira, Altina Ramos, Jackie Marsh
Publisher	DigiLitEY
Publication date	3. Nov 2016
Pages	82-89
Chapter	Paper 9
ISBN (Electronic)	978-989-8525-48-2
Publication status	Published - 3. Nov 2016
Event	1st 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 2016 → 8. Jun 2016 Conference number: 1

Course

Course	1st Training School of COST Action IS1410
Number	1
Location	University of Minho
Country/Territory	Portugal
City	Braga
Period	06/06/2016 → 08/06/2016

Documents & Links

children's play with digital mediaFinal published version, 63.3 KB

https://www.ucviden.dk/portal/files/38436129/Training_School_ebook.pdf

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Cite this

Jørgensen, H. H. (2016). 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 . In Í. Pereira, A. Ramos, & J. Marsh (Eds.), The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research: Proceedings of the first Training School of COST Action IS1410 (pp. 82-89). DigiLitEY. https://www.ucviden.dk/portal/files/38436129/Training_School_ebook.pdf

Jørgensen, Helle Hovgaard. / 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 . The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research: Proceedings of the first Training School of COST Action IS1410. editor / Íris Pereira ; Altina Ramos ; Jackie Marsh. DigiLitEY, 2016. pp. 82-89

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title = "Children{\textquoteright}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 ",

abstract = "Danish schools are obliged to work {\textquoteleft}in a playful way{\textquoteright} 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{\textquoteright}s perspective. The key concepts are play and media literacy, and the project{\textquoteright}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{\textquoteright}s perspective of media literacy",

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Jørgensen, HH 2016, 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 . in Í Pereira, A Ramos & J Marsh (eds), The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research: Proceedings of the first Training School of COST Action IS1410. DigiLitEY, pp. 82-89, 1st Training School of COST Action IS1410, Braga, Portugal, 06/06/2016. <https://www.ucviden.dk/portal/files/38436129/Training_School_ebook.pdf>

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 . / Jørgensen, Helle Hovgaard.
The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research: Proceedings of the first Training School of COST Action IS1410. ed. / Íris Pereira; Altina Ramos; Jackie Marsh. DigiLitEY, 2016. p. 82-89.

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

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T1 - Children’s play with digital media in a Danish pre-primary school

T2 - 1st Training School of COST Action IS1410

AU - Jørgensen, Helle Hovgaard

N1 - Conference code: 1

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Y1 - 2016/11/3

N2 - 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

AB - 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

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Jørgensen HH. 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 . In Pereira Í, Ramos A, Marsh J, editors, The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research: Proceedings of the first Training School of COST Action IS1410. DigiLitEY. 2016. p. 82-89