The single most significant and immediately obvious contribution that digital tools make to my family’s literacy practices is access to ideas. When my 5-year-old wanted to know how many venomous snakes there are in the world, we Googled her question. Turns out, there are over 600 (thank you, Wikipedia). We found facts, images and videos that captivated her imagination for weeks. When she wanted to know what a mummy was, we did the same thing. We discovered plenty of information about Ancient Egyptian burial, but we also learned about the excavation of mummies in China. It’s stunning to think that in seconds, my daughter can explore answers to every question she can imagine.
It seems that my daughter’s reading comprehension should never be limited by her background knowledge; she has immediate access to answers, and she knows it. “If you don’t know something, Mom, you should just go to the Internet,” she informed me, yesterday. The Internet certainly has a prominent place in our family literacy practices. As we use it, I’m increasingly aware that my husband and I are scaffolding basic new literacies skills like questioning, locating and evaluating what we find too. I wonder how other families use the Internet with their young children?
I also wonder how my daughter’s iPod Touch is shaping her notions of text. Certainly, we have shelves of storybooks in our home as did the participants in Purcell-Gates’ study. We cherish our books but we also read digital stories with interactive characters that ask my daughter questions and with images that leap off the page. With a tap, she can also navigate to her music collection, or play the drums, or win points in a math game, or draw a picture or pretend to be a Jedi in a light-sabre duel with her dad. I wonder what the synergy of literacy, numeracy, art and entertainment in this tiny box will mean for her developing notions of literacy. Will these activities all seem different or more similar to her because they all live in her hand-held device?
Purcell-Gates, V. (1996). Stories, coupons, and the TV guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31(4), 406-428. doi:10.1598/RRQ.31.4.4
]]>