BRIDGING HOME AND (PRE)SCHOOL MULTILITERACY PRACTICES THROUGH THE USE OF IPADS
Bibliographic record
Abstract
The advancement of technology has impacted the modes, media, and concept of literacy. New media such as mobile devices (e.g. iPads) are embedded in the everyday experiences of many young children. Preschoolers’ home literacy experiences are significantly different from experiences prior to the digital era and these background experiences can influence the knowledge that children bring with them to school (Beecher, 2010). In addition, the impact of new technologies on our daily lives is one the factors that has motivated policy makers and educators to rethink and reform school curriculum. In many OECD countries, introduction of 21st century competencies and skills has occurred via general reform initiatives. Educators and researchers need to better understand the complex and multifaceted relationship between home and school literacy experiences of contemporary preschoolers to support development of literacy curriculum that better acknowledges the changing contexts of children’s literacies. \n \nThis four-month qualitative intrinsic case study documented, described, and analyzed the ways preschoolers engaged in multiliteracy practices as part of an inquiry project on puppets at a preschool associated with a university in a large city in western Canada. It also examined the relationship between classroom and home multiliteracy practices, and parents’ and teacher’s perspectives in relation to these practices. Data consisted of recorded observations of twenty-five children, interviews with seven children, field notes from weekly visits, with detailed descriptions, and digital artifacts representing children’s range of multiliteracy practices in a preschool context. Thirteen parent questionnaires about home use of technology and home multiliteracy practices, and focus group conversations with the two teachers about their perceptions of children’s use of technology in relation to multiliteracies were also included. The study, grounded in Vygotsky’s (1978) socio-cultural theory of learning and Green’s (1988; 2012) three-dimensional view of literacy, was guided by the following research question: What multiliteracy practices do preschool children bring from home, and how do teachers build on and scaffold these practices in a preschool environment? During the period of the study, there was evidence of teacher and peer scaffolding, as well as independent use of iPads and apps in the classroom. This presentation will focus on the process of teacher scaffolding to support children’s use of iPads in their learning and creation of multimodal texts as part of an ongoing inquiries. The findings of this study inform early childhood educators in ongoing attempts to support the development of young children’s early literacies.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".