Investigating pupils' interactions around digital texts: a spatial perspective on the "classroom-ness" of digital literacy practices in schools
Educational review (Birmingham)
This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. BURNETT, Cathy (2014). Investigating pupils' interactions around digital texts: a spatial perspective on the 'classroom-ness' of digital literacy practices in schools. Educational Review, 66 (2), 192-209. Published version Copyright and re-use policy See http://shura.shu.ac.uk/information.html Sheffield Hallam University Research Archive http://shura.shu.ac.uk 1
... shu.ac.uk 1 Burnett, C. (2013). Investigating children's interactions around digital texts in classrooms: how are these framed and what counts? Education 3-13, 66, 2, 192-209. Investigating children's interactions around digital texts in classrooms: how are these framed and what counts? Abstract This article argues that, in informing our understanding of the possibilities and challenges associated with new technologies in educational contexts, we need to explore what counts to children when using digital texts in classrooms, and what children think counts for their teachers. It suggests that such insights can be gained by investigating children's interactions around these texts and, drawing on Goffman's work, considering how these are framed. This is illustrated using examples from a study of classroom digital literacy events. The article suggests it is important to consider how frames disrupt, intersect with and over-layer each other.