A presentation given by Professor Jackie Marsh to the REAL Project conference on May 24, 2011.

1. FAMILY DIGITAL LITERACY
JACKIE MARSH, UNIVERSITY OF SHEFFIELD
REAL PROJECT CONFERENCE, 24TH MAY 2011
Sunday, 22 May 2011

2. STRUCTURE OF TALK
FAMILY DIGITAL LITERACY PROJECT
EMERGENT DIGITAL LITERACY
ORIM DIGITAL LITERACY
FRAMEWORK
Sunday, 22 May 2011

3. FAMILY DIGITAL JACKIE MARSH, PETER HANNON, MARGARET MITCHELL AND LOUISE RITCHIE
LITERACY PROJECT
Sunday, 22 May 2011

4. BACKGROUND TO THE STUDY
PREVIOUS FAMILY LITERACY RESEARCH HAS FOCUSED ON
INTERACTIONS AROUND PRINT LITERACY
THERE HAS BEEN A RANGE OF RECENT RESEARCH WHICH
HAS OUTLINED THE NATURE OF CHILDREN’S ENGAGEMENT
IN A RANGE OF DIGITAL LITERACY PRACTICES FROM BIRTH
(MARSH ET AL., 2005)
THERE IS, THEREFORE, A NEED TO EXTEND PREVIOUS
UNDERSTANDING OF FAMILY LITERACY PRACTICES TO
INCLUDE A FOCUS ON ENGAGEMENT WITH DIGITAL TEXTS
AND ARTEFACTS
Sunday, 22 May 2011

5. RESEARCH QUESTIONS
WHAT IS THE NATURE OF YOUNG
CHILDREN’S DIGITAL LITERACY PRACTICES IN
THE HOME?
WHAT IS THE NATURE OF CHILDREN’S
INTERACTION WITH OTHER MEMBERS OF
THE FAMILY AND WIDER NETWORKS IN
THEIR DIGITAL LITERACY PRACTICES?
Sunday, 22 May 2011

6. METHODOLOGY: PARENTS AS
CO-RESEARCHERS
FOUR PARENTS OF CHILDREN AGED BETWEEN 2 AND 4 IDENTIFIED BY THE
SCHOOL (ALL MOTHERS)
RANGE OF CULTURAL AND EDUCATIONAL BACKGROUNDS
ALL 4 ATTENDED MEETING WITH UNIVERSITY TEAM
PURPOSE OF THE STUDY AND ETHICAL PROCEDURES DISCUSSED
MOTHERS’ ADVICE SOUGHT AND ACCEPTED
MOTHERS PROVIDED WITH VIDEO CAMERA, STILL CAMERA AND NOTEBOOK
SUPPORT THROUGH HOME VISITS BY RESEARCH TEAM
DATA COLLECTED OVER A PERIOD OF 4 WEEKS
Sunday, 22 May 2011

7. LUBNA (CHILD 1)
AGED 3
LUBNA LIVED WITH HER
PARENTS AND OLDER
BROTHER AND SISTER. LUBNA’S
MOTHER, HUSNA, DESCRIBED
THE FAMILY’S ETHNIC ORIGIN
AS ‘PAKISTANI’. HUSNA WORKED
IN THE HOME AND HER
HUSBAND WAS SELF-
EMPLOYED. THE FAMILY SPOKE
PUNJABI, URDU AND ENGLISH.
Sunday, 22 May 2011

8. FAROOQ (CHILD 2)
AGED 2
FAROOQ LIVED WITH HIS
MOTHER, WAFEEQA, FATHER AND
OLDER BROTHER. WAFEEQA
DESCRIBED THE FAMILY’S ETHNIC
ORIGIN AS ‘BRITISH PAKISTANI’.
WAFEEQA WAS THE MANAGER
OF A CHILDREN’S CENTRE AT THE
LOCAL PRIMARY SCHOOL. HER
HUSBAND WORKED AT A
BAKERY. THE FAMILY SPOKE
PUNJABI AND ENGLISH.
Sunday, 22 May 2011

9. GRACE (CHILD 3)
AGED 4
GRACE LIVED WITH HER PARENTS
AND YOUNG BROTHER. HER
MOTHER, ANGELA, WORKED IN THE
HOME AND HER FATHER, JAMES, WAS
A TEACHER OF CHILDREN WITH
SPECIAL EDUCATIONAL NEEDS.
ANGELA DESCRIBED THE FAMILY’S
ETHNIC ORIGIN AS WHITE. THE
FAMILY SPOKE ENGLISH, ALTHOUGH
ANGELA AND JAMES COULD SPEAK
OTHER, EUROPEAN, LANGUAGES.
Sunday, 22 May 2011

10. SOHAIL (CHILD 4)
AGED 2
SOHAIL LIVED WITH HIS MOTHER,
SAIRA, HIS FATHER AND HIS UNCLE
(WHO WAS LIVING WITH THE FAMILY
TEMPORARILY). SAIRA DEFINED HERSELF
AS BRITISH ASIAN WITH PAKISTANI
HERITAGE, AND HER HUSBAND AS
PAKISTANI (HE MOVED TO ENGLAND
FOLLOWING THEIR WEDDING FIVE
YEARS PREVIOUSLY). SAIRA WORKED
PART TIME AS A CIVIL SERVANT AND HER
HUSBAND WORKED IN A FACTORY, AND
ALSO PART-TIME AS A DELIVERY DRIVER
AT WEEKENDS. THE FAMILY SPOKE
ENGLISH, URDU AND PUNJABI.
Sunday, 22 May 2011

11. TOTAL
NUMBER OF
PROJECT PROJECT
STILL
VIDEO CLIPS MINUTES
PHOTOGRAPHS
FILMED
HUSNA (LUBNA) 33 32.49 21
WAFEEQA (FAROOQ) 15 24.49 0
ANGELA (GRACE) 14 23.33 90
SAIRA (SOHAIL) 18 14.31 214
TOTAL 66 91.59 325
Sunday, 22 May 2011

12. DIGITAL PRACTICES - 1
SINGING, DANCING, TALKING TO/ IN FRONT OF TV
WATCHING TV ON OWN
WATCHING TV WITH SIBLING/ FRIEND
WATCHING TV WITH PARENT
WATCHING A FILM ON A LARGE SCREEN
USING AN ELECTRONIC TOY
USING MOBILE PHONE TO TALK TO IMAGINARY PERSON
USING MOBILE PHONE TO TALK TO REAL PERSON
Sunday, 22 May 2011

13. DIGITAL PRACTICES II
USING MOBILE PHONE TO TAKE PHOTOGRAPHS
USING A MOBILE PHONE TO ENGAGE IN A VIDEO CALL
USING A MOBILE PHONE TO LISTEN TO MUSIC
USING A LAPTOP TO PLAY A GAME
USING A LAPTOP WITH HELP FROM PARENTS
USING LAPTOP TO WATCH VIDEO CLIPS ON YOUTUBE
USING A LAPTOP WITH A FRIEND
Sunday, 22 May 2011

14. DIGITAL PRACTICES - III
USING A DIGITAL CAMCORDER AND CAMERA
ATTEMPTING OPERATIONAL PROCEDURES WITH
HARDWARE
USING A DISHWASHER
USING A CD PLAYER
USING HEADPHONES
Sunday, 22 May 2011

15. Sunday, 22 May 2011

16. MULTILINGUAL DIGITAL
LITERACIES
He’s got an Arabic teacher, like a little
laptop, and it teaches you the Arabic
alphabet and certain verses from the Koran
and certain famous sayings or....I’m not sure
if they’re sayings, are they, in Arabic and then
it translates them into English.
(Saira, Interview 1)
Sunday, 22 May 2011

17. EMERGENT DIGITAL LITERACY
Wafeeqa:
When it goes “do-do-do” and he knows that mum’s....when I
get it, he comes over my shoulder and looks.
Louise:
Ah ha, so right....
Wafeeqa:
He does, but I don’t think he’d say, “Who’s texting?”, but he
knows that it’s here.
Louise:
He comes to see what’s on the screen?
Wafeeqa:
Yeah, he does, he comes over like that and looks while I do
whatever else you do.
(Wafeeqa, Interview 2)
Sunday, 22 May 2011

18. SCAFFOLDING
He will do, but I don’t think he’s learning when he’s....well he might
be but I don’t think he’s following it on his own, you know, like I
encourage.....When I sit with him and I’ll say, “Press the button” and
slow him down, because when he’s on his own he’ll just sort of
press random buttons and he’ll press more than one button at one
time, and he’s not really sort of learning from it. Whereas if I’m with
him and I sort of say, “Press one button” and make him repeat after
it, I think he is....I hope he is learning properly then.
(Saira, Interview 1)
Sunday, 22 May 2011

19. I think it is probably quite an untapped tool, the
digital literacy, and it happens kind of organically
and naturally, which is kind of what I just know;
which is why I think to actually teach how, how
did you put it ‘media literacy’, to actually teach
that it would be quite dry and to actually do it
and be involved in it.
(Angela, interview 2)
Sunday, 22 May 2011

20. Time Action Dialogue Notes
0000-0007 Angela moves the camera Grace’s baby
around the living room door to brother can be
focus on Grace, who is using a heard babbling in
laptop on a small table near the background.
the television.
0008 Grace doesn’t look up; she is Angela says, ”Grace is
-0015 focused on the screen. playing with her Dora
game on the computer
while mummy makes
dinner”.
0016-0024 Angela moves in quite closely Grace remains
with the camera from behind concentrated
Grace. Grace is focused on the despite possible
screen, playing the ‘Dora the distractions
Explorer’ game.
Sunday, 22 May 2011

21. Time Action Dialogue Notes
0025-0039 Grace looks up to the camera As she reaches the Parent is supplying
when her mum starts to speak laptop, Angela says, more contextual
and then returns to the game. “It’s a new game, information
The game involves reading text from her Uncle Tom
on screen in order to choose an for her birthday...It’s
adventure. her first computer
game.”
0040-0044 Grace listens to the game Grace seems drawn
instructions, which asks her to into the idea of
choose her suitcase in order to preparing for a
go on the adventure. She journey or
manipulates the pointer on adventure
screen. Her younger brother
moves in next to her and places
his face quite close to the screen
to watch the action.
0045-0053 Grace moves her pointer over Angela: “Oh look, I’ve Parent scaffolding
the suitcases on the right-hand made a suitcase for
side of the screen (one of which you Grace, can you
has her name underneath it). see it? Can you read
Grace does not try to click on your name?”
the suitcase with her name on it. Game narrator: “Start
She places the pointer over a new adventure!”
another suitcase.
Sunday, 22 May 2011

22. Time Action Dialogue Notes
0054-0056 Grace clicks on a suitcase Angela says, “Oh you Is her brother getting
and a keyboard appears on want to…” impatient that he
screen. She types in her cannot play the game?
name. Her brother is making
noises that signal discomfort
but she ignores him.
0057 – 1.16 Grace moves the pointer to Angela: “What’s your Letter recognition and
‘G’ and clicks on it. name begin with, Grace? production (through
Grace moves pointer below ‘G’. That’s right, good keyboard)
the letters. girl. What’s next?”
Angela points to ‘R’ on the Grace: “I don’t know.”
screen. Angela: “’R’”
Grace moves the cursor to ‘R’ Grace: “But I can’t see
and clicks on it. one.”
Angela: “’R’. It’s a big ‘R’.
That one there, look…
It’s that one there, look.”
1.17 – 1.25 Screen goes out of focus. Game narrator: “Use the This software
Grace clicks on ‘A’. letters to enter your presumably designed
name.” as ‘educational’
Angela: “’A’?”
Grace: “A? Where’s A?”
Angela: “A is the first
one.”
Grace: “Where’s ‘A’?
Can’t do.”
Sunday, 22 May 2011

23. INTERGENERATIONAL DIGITAL LITERACY
PRACTICES
•WATCHING TELEVISION WITH HER FATHER
LUBNA •MUM INSTRUCTING LUBNA HOW TO READ THE TEXT ON A WASHING
MACHINE
•PLAYING AN ELECTRONIC TOY WITH AN OLDER BROTHER
FAROOQ •WATCHING TELEVISION WITH FATHER
•TALKING ON MOBILE PHONE TO FAMILY MEMBER
•WATCHING TELEVISION WITH YOUNGER BROTHER
GRACE •USING COMPUTER AS YOUNGER BROTHER WATCHED
•PLAYING WITH MUM’S MOBILE PHONE, AS MUM INSTRUCTED GRACE ON
HOW TO USE IT
•MOTHER, AUNTS AND UNCLE INSTRUCTING SOHAIL ON HOW TO USE
VIDEO CAMERA ON A MOBILE PHONE
SOHAIL •MOTHER AND AUNT GIVING INSTRUCTIONS TO SOHAIL WHEN HE WAS
ACCESSING YOUTUBE ON A LAPTOP
•USING A MOBILE PHONE TO ENGAGE IN A VIDEO CALL WITH AN AUNT
AND GRANDFATHER
Sunday, 22 May 2011

24. My dad always video calls. I don’t video call people basically
because it costs me too much from my phone but my dad
always, whenever he rings me and he wants to speak to
Sohail he always video calls me, yeah, and speaks to Sohail..
And my dad does it as well when he’s out somewhere and
he sees something, he’ll ring and then he’ll point the camera
at whatever it is he’s showing Sohail. He did it at the train
station once and he was showing Sohail the waterfall...
(Saira, interview 2)
Sunday, 22 May 2011

25. A COMPARISON BETWEEN
EMERGENT LITERACY IN 1986
AND EMERGENT DIGITAL
LITERACY IN THE 21ST
CENTURY
Sunday, 22 May 2011

26. PURPOSES FOR LITERACY IN THE HOME
1. SCHOOL-RELATED ACTIVITY (HOMEWORK, FORMS AND LETTERS FROM
SCHOOL, PLAYING SCHOOL)
2. DAILY LIVING ROUTINES (MAINTAINING THE SOCIAL ORGANISATION OF THE
FAMILY, SHOPPING, COOKING, PAYING BILLS)
3. WORK (RELATED TO FAMILY EMPLOYMENT)
4. PARTICIPATING IN ‘INFORMATION NETWORKS’ (TO FIND OUT WHAT WAS
HAPPENING IN AREAS OF INTEREST E.G. READING SPORTS PAGES OF NEWSPAPERS)
5. RELIGION (E.G. READING HOLY BOOKS)
6. LITERACY FOR THE SAKE OF TEACHING/ LEARNING LITERACY (E.G.
PHONICS/ PHONOLOGICAL AWARENESS ACTIVITIES).
7. INTERPERSONAL COMMUNICATION (LETTERS, BIRTHDAY CARDS)
8. STORYBOOK TIME (ADULT-CHILD READING)
9. ENTERTAINMENT (E.G. READING BOOKS, COMICS)
(TEALE, 1986)
Sunday, 22 May 2011

27. 1. SCHOOL-RELATED ACTIVITY -
NO COMPARATIVE DATA RELATING TO
DIGITAL LITERACY
Sunday, 22 May 2011

28. 2 DIGITAL LITERACY FOR DAILY LIVING
ROUTINES
SHOPPING ONLINE
PAYING BILLS ONLINE
ORGANISING THE HOUSEHOLD
USING MOBILE PHONES AND
COMPUTERS
TRAVELLING USING GPS
TECHNOLOGY (E.G. TOMTOMS)
Sunday, 22 May 2011

29. 3 DIGITAL LITERACY FOR
WORK
COMPUTER USE FOR WORK
PURPOSES
SEEKING EMPLOYMENT
USING THE INTERNET
Sunday, 22 May 2011

30. 4 DIGITAL LITERACY FOR PARTICIPATING IN INFORMATION
NETWORKS
USE OF INTERNET TO CONTACT NETWORKED COMMUNITIES (ON COMPUTER AND
MOBILE PHONES)
Sunday, 22 May 2011

31. 5 DIGITAL LITERACY FOR RELIGION
USE OF THE INTERNET TO
DEVELOP NETWORKED
RELIGIOUS COMMUNITIES
Sunday, 22 May 2011

32. 6 DIGITAL LITERACY FOR THE SAKE OF
LEARNING/ TEACHING LITERACY
USE OF COMPUTER
PROGRAMMES FOCUSED
ON PHONOLOGICAL
AWARENESS OF PHONICS
SKILLS
SPELLING GAMES ONLINE
USE OF ELECTRONIC TOYS
FOCUSED ON PHONICS/
SPELLING E.G. LEAPPAD
BOOKS/ TOYS
Sunday, 22 May 2011

33. 7 DIGITAL LITERACY FOR INTERPERSONAL
COMMUNICATION
EMAIL
CHATROOMS
INTERNET MESSENGER
TEXTING
Sunday, 22 May 2011

34. 8 DIGITAL STORYBOOK TIME
PARENTS AND
CHILDREN
READING TALKING
BOOKS ON A
COMPUTER
USE OF
ELECTRONIC TOYS
THAT RE-TELL
NARRATIVES
Sunday, 22 May 2011

35. Sunday, 22 May 2011

36. 9 DIGITAL LITERACY FOR
ENTERTAINMENT
TELEVISION/ DVD - FILMS,
PROGRAMMES
COMPUTERS - GAMES/
INTERNET
CONSOLE GAMES - E.G.
WII
HANDELD GAMES
MOBILE PHONES - VIDEO,
MUSIC
Sunday, 22 May 2011

37. Sunday, 22 May 2011

38. ORIM AND DIGITAL LITERACY
TELEVISION MOBILE PHONE INTERNET
•USE OF ELECTRONIC PROGRAMMING •USING INTERNET FOR A RANGE
GUIDE (EPG)
OPPORTUNITIES
•MAGAZINES RELATED TO TELEVISION •USE OF TEXTING FACILITIES OF PURPOSES E.G.
PROGRAMMES SHOPPING,GAMES
•RECOGNISING CHILDREN’S •RECOGNISING CHILDREN’S •RECOGNISING CHILDREN’S USE
RECOGNITION UNDERSTANDING OF MOVING IMAGE ABILITY TO UNDERSTAND OF INTERNET TOOLS E.G.
MEDIA NARRATIVES PURPOSES OF TEXTING FAVOURITES MENU
•PARENT MODELLING USING EPG/ RADIO •
PARENT TALKING ABOUT THE •PARENT MODELLING USING
MODEL MESSAGES THEY WRITE AND COMPUTER FOR COMMUNICATION
TIMES RECEIVE PURPOSES E.G. FACEBOOK
•PARENT TALKING WITH CHILD ABOUT •PARENT AND CHILD PLAYING
INTERACTION PROGRAMME HE/ SHE HAS WATCHED • PARENT WRITING MESSAGES WITH
INTERNET GAMES TOGETHER (E.G.
CHILD
•READING EPG TOGETHER CBEEBIES)
Sunday, 22 May 2011

39. CONCLUSIONS
FAMILY LITERACY PRACTICES INCLUDE A WIDE
RANGE OF DIGITAL LITERACY PRACTICES IN THE
21ST CENTURY
SIMILAR PRACTICES EXIST TO THOSE IDENTIFIED IN
RELATION TO PRINT LITERACY E.G. MODELLING,
SCAFFOLDING
FAMILY LITERACY PROGRAMMES SHOULD
ACKNOWLEDGE AND BUILD ON THESE ASPECTS OF
FAMILIES’ LIVES
Sunday, 22 May 2011

40. I’d encourage Sohail with the computer and I’m happy
that...because that’s the way forward, you know. And
hopefully if he’s encouraged at a younger age he’ll be more
confident and familiar with it for use in school and
university hopefully, and work.
(Saira, Interview 1)
Sunday, 22 May 2011

41. CONTACT: J.A.MARSH@SHEFFIELD.AC.UK
Sunday, 22 May 2011