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Young children’s exploration of semiotic resources during unofficial computer activities in the classroom
Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
Högskolan i Gävle.
2010 (English)In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 10, no 3, 271-293 p.Article in journal (Refereed) Published
Abstract [en]

The article describes and discusses the learning potential of unofficial techno-literacy activities in the classroom with regards to Swedish 7–8-year-olds’ exploration of semiotic resources when interacting with computers. In classroom contexts where every child works with his or her own computer, such activities tend to take up a substantial amount of time. The children have access to a wide range of sites and programs and show an interest in discovering these resources. The article thus explores a previously often neglected site for learning, located in the official classroom context but involving self-chosen activities with contemporary technology. In terms of theory and methodology, social semiotic ethnography is introduced into the field of young children’s techno-literacies. It is illustrated how a social semiotic approach allows for a more detailed analysis of the semiotic resources, whereas ethnographic data are necessary for an understanding of how such resources are put to use.


Place, publisher, year, edition, pages
2010. Vol. 10, no 3, 271-293 p.
Keyword [en]
affordance, computers, contemporary technology, semiotic resource, social semiotic ethnography, techno-literacy, unofficial literacy activity, young children
National Category
Specific Languages
Research subject
Scandinavian Languages
URN: urn:nbn:se:su:diva-49575DOI: 10.1177/1468798410372159OAI: diva2:378508
Skilda världar? Textaktiviteter hemma som resurs för lärande i skolan
Available from: 2010-12-15 Created: 2010-12-15 Last updated: 2011-01-03Bibliographically approved

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Björkvall, Anders
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