27 SES 14 B, Literacy and Didactics: Perspectives, Practices and Consequences II
This paper focuses children’s media literacy and how children accomplish everyday media activities. The research questions concern what, when, where, how, together with whom and in what situations children display media literacy. What communicative competences are constitutive of media literacy? The study is based on video recordings of two boys and two girls (6-7 years) and the activities in which they participated during one week in school, at the afterschool center, and at home. We approach the notion of competence from an ethnomethodological perspective, focusing the participants’ accomplishment of collective and social actions in activities. Two situations at home and in school where children and adults use computers are identified. Within these practices media literacy is distributed, meaning that participant positions as more or less knowing dynamically change over the course of activities and constellations of participants. Seemingly simple school tasks, such as writing a text in Word, demand communicative competences involving reading and using text, writing on the computer, handling virtual icons, and deciphering the task. Children’s media literacy encompasses linguistic, embodied, and social competences that are intertwined in concrete situations in children’s everyday lives. For children, being media literate means being multiliterate in the social worlds they inhabit.
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