Investigating early digital literacy in China: a grounded theory study

Simin Cao, Chuanmei Dong, Hui Li*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Early digital literacy (EDL) is widely recognized as a crucial tool for young children in today’s digital age. While there have been several proposed models for EDL, many tend to be curriculum-focused and lack a specific emphasis on the sociocultural context in which the children are situated. This study utilized grounded theory to explore the constructs of EDL within the Chinese context. A triangulation of data sources was established, involving a total of 20 participants, including eight young children, eight parents, and four teachers. The study found that the Chinese EDL model comprises three developmental levels: general EDL, advanced EDL, and specialized EDL. Additionally, it includes two dimensions: the devices dimension, encompassing television, computers, touchscreen devices, and artificial intelligence; and the purpose dimension, consisting of entertainment, communication, learning, and creation. This Chinese EDL model shares similarities with existing EDL models whereas possessing its own unique cultural characteristics.

Original languageEnglish
Number of pages18
JournalJournal of Research in Childhood Education
DOIs
Publication statusE-pub ahead of print - 20 Nov 2024

Keywords

  • constructs
  • digital literacy
  • model
  • preschoolers
  • young children

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