Young children’s exploration of semiotic resources during unofficial computer activities in the classroom

• The article describes and discusses the learning potential of unofficial techno-literacy activities in the classroom with regards to Swedish 7–8-year-olds’ exploration of semiotic resources when interacting with computers. In classroom contexts where every child works with his or her own computer, such activities tend to take up a substantial amount of time. The children have access to a wide range of sites and programs and show an interest in discovering these resources. The article thus explores a previously often neglected site for learning, located in the official classroom context but involving self-chosen activities with contemporary technology. In terms of theory and methodology, social semiotic ethnography is introduced into the field of young children’s techno-literacies. It is illustrated how a social semiotic approach allows for a more detailed analysis of the semiotic resources, whereas ethnographic data are necessary for an understanding of how such resources are put to use. 

Ämnesord

HUMANIORA  -- Språk och litteratur -- Studier av enskilda språk (hsv//swe)

HUMANITIES  -- Languages and Literature -- Specific Languages (hsv//eng)

Nyckelord

affordance

computers

contemporary technology

semiotic resource

social semiotic ethnography

techno-literacy

unofficial literacy activity

young children

Swedish language

Svenska språket

nordiska språk

Scandinavian Languages

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)