Difference between revisions of "Danby2016a"
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|BibType=INCOLLECTION | |BibType=INCOLLECTION | ||
|Author(s)=Susan Danby; Christina Davidson; Lisa M. Given; Karen Thorpe; | |Author(s)=Susan Danby; Christina Davidson; Lisa M. Given; Karen Thorpe; | ||
| − | |Title=Composing an email : social interaction in a preschool classroom | + | |Title=Composing an email: social interaction in a preschool classroom |
|Editor(s)=Susanne Garvis; Narelle Lemon | |Editor(s)=Susanne Garvis; Narelle Lemon | ||
|Tag(s)=Children; EMCA; Classroom; | |Tag(s)=Children; EMCA; Classroom; | ||
| − | |Key= | + | |Key=Danby2016a |
| − | |Year= | + | |Publisher=Routledge |
| − | |Booktitle=Understanding Digital Technologies and Young Children | + | |Year=2016 |
| + | |Booktitle=Understanding Digital Technologies and Young Children An International Perspective | ||
| + | |Pages=5–17 | ||
|Abstract=The chapter contributes understandings of digitally mediated interactions in early childhood classrooms. Ethnomethodological and conversation analysis approaches are used to analyse a video-recorded episode of children and teacher composing an email in a preschool classroom. In their talk we find how the teacher directs the children to what counts procedurally, such as the components of an email, and the teacher’s moral work in producing a culturally correct way form of personal communication. Such considerations of situated examples can encourage investigations of digital practices that extend beyond operational skills to broader understandings of digital practices as cultural and situated activities. | |Abstract=The chapter contributes understandings of digitally mediated interactions in early childhood classrooms. Ethnomethodological and conversation analysis approaches are used to analyse a video-recorded episode of children and teacher composing an email in a preschool classroom. In their talk we find how the teacher directs the children to what counts procedurally, such as the components of an email, and the teacher’s moral work in producing a culturally correct way form of personal communication. Such considerations of situated examples can encourage investigations of digital practices that extend beyond operational skills to broader understandings of digital practices as cultural and situated activities. | ||
}} | }} | ||
Revision as of 12:15, 17 March 2016
| Danby2016a | |
|---|---|
| BibType | INCOLLECTION |
| Key | Danby2016a |
| Author(s) | Susan Danby, Christina Davidson, Lisa M. Given, Karen Thorpe |
| Title | Composing an email: social interaction in a preschool classroom |
| Editor(s) | Susanne Garvis, Narelle Lemon |
| Tag(s) | Children, EMCA, Classroom |
| Publisher | Routledge |
| Year | 2016 |
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| Journal | |
| Volume | |
| Number | |
| Pages | 5–17 |
| URL | |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Understanding Digital Technologies and Young Children An International Perspective |
| Chapter | |
Abstract
The chapter contributes understandings of digitally mediated interactions in early childhood classrooms. Ethnomethodological and conversation analysis approaches are used to analyse a video-recorded episode of children and teacher composing an email in a preschool classroom. In their talk we find how the teacher directs the children to what counts procedurally, such as the components of an email, and the teacher’s moral work in producing a culturally correct way form of personal communication. Such considerations of situated examples can encourage investigations of digital practices that extend beyond operational skills to broader understandings of digital practices as cultural and situated activities.
Notes
