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A Conceptual Framework for Emergent Digital Literacy

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Abstract

As we progress in the 21st century, children learn to become proficient readers and writers of both digital and non-digital texts. Knowledge, skills, and understandings of literacy emerge through sociocultural interactions with non-digital tools (e.g., paper-printed books) and digital tools (e.g., touch screen tablets). However, debate is ongoing over the role that digital experiences play in emergent literacy development. Researchers have voiced the need to conceptualise a common framework for literacy development that considers the emergence of digital literacy skills alongside conventional literacy skills and how these skills might interact during development. This is particularly important in light of the increasing use of digital texts used by young children, such as E-books and digital games. Therefore, this paper proposes a framework that might guide research and practice by examining the relationships between emergent literacy skills, emergent digital literacy skills, and proficiency in reading and writing.

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Authors and Affiliations

  1. Griffith Institute for Educational Research, Griffith University, Mt Gravatt, Australia

    Michelle M. Neumann & Glenn Finger

  2. School of Education and Professional Studies, Griffith University, Gold Coast, Australia

    Michelle M. Neumann & Glenn Finger

  3. School of Applied Psychology, Griffith University, Gold Coast, Australia

    David L. Neumann

  4. Menzies Health Institute Queensland, Gold Coast, Australia

    David L. Neumann

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  1. Michelle M. Neumann
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  2. Glenn Finger
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Correspondence to Michelle M. Neumann.

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Neumann, M.M., Finger, G. & Neumann, D.L. A Conceptual Framework for Emergent Digital Literacy. Early Childhood Educ J 45, 471–479 (2017). https://doi.org/10.1007/s10643-016-0792-z

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