The study documented, described, and analyzed the ways preschoolers engaged in multiliteracy practices in a classroom context at the Child Study Centre at the University of Alberta and the relationship between classroom and home multiliteracy practices. It also examined parents’ and teachers’ perspectives in relation to these practices. Data consisted of recorded observations of conversations with children, field notes with detailed descriptions, and artifacts representing children’s range of multiliteracy practices in a preschool context, parent questionnaire about home use of technology and home multiliteracy practices, and focus group conversations with parents and teachers about their perceptions of children’s use of technology in relation to multiliteracies. A non-linear, iterative and recursive data analysis approach in seeking emerging and reoccurring themes at the ‘micro’ and ‘macro’ levels of the data.
Period
22 Apr 2015 → 24 Apr 2015
Event title
The International Association of Laboratory Schools Annual Conference 2015: The Freedom to Learn: Explorations in Academic Communities