Investigating early digital literacy in China: a grounded theory study

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.