Paciga, K. A. (2019). Emergently digital in grade two: Another case of “3.6 minutes per day?” Journal of Literacy and Technology Special Edition, 20(1), 119–149. https://literacyandtechnologyorg.files.wordpress.com/2023/09/jlt_v20_1_paciga.pdf

Abstract:

“This case study examines the presence of digital tools and the inclusion of digital activities in a grade two classroom for one unit of study on the countries of the world. The researcher sought to: identify the range of web literacy activities and digital skills; describe the ways in which the teacher and students balanced analog and digital texts; and, present the features of the tools and texts used in literacy instruction in the classroom. Data were collected across six hours of classroom observation time spanning three days of instruction. Field notes, photographic stills, and audio-recorded and transcribed teacher interviews served as data sources for the study. 100 randomly selected entries in the field notes and the remaining data from the stills and interviews were coded using a constant comparative method for a range of variables related to the users, tools, texts, modes of meaning in the texts, curricular places, and web and digital skills and competencies. Results indicate 1) there were limited opportunities for children to participate in web literacies, despite the many opportunities to write/compose and read/consume digital media; 2) there is a balance between printed and analog text, and students move fluidly between the paper and the screen; 3)more modes of meaning are utilized in reading/consuming texts than in writing/composing them.”