'Maybe it's the environment you grow up in?' Australian primary school students' reflections on their school-based digital literacy. Issue 2 (15th March 2022)

• Record Type: Journal Article
• Authors: Apps, Tiffani; Agostinho, Shirley; Bennett, Sue
• Is Part Of: Technology, pedagogy and education. Volume 31:Issue 2(2022)
• Page Start: 231
• Page End: 246
• Publication Date: 2022-03-15
• Subjects: Primary school education -- digital literacy -- digital inequalities -- theory of practice -- student perspective; Educational technology -- Great Britain -- Periodicals; Teachers -- Training of -- Great Britain -- Computer-assisted instruction -- Periodicals; Teachers -- Training of -- Great Britain -- Periodicals; 371.33
• DOI: 10.1080/1475939X.2021.1973550
• Languages: English
• ISSNs: 1475-939X

Abstract

ABSTRACT: Over the past decade, government policies have placed significance on the development of school students' digital literacy as essential to their future participation in society. Yet, assessments of digital literacy continue to indicate that most young people use ICT in a relatively limited way, with varying patterns of digital literacy associated with family background. Drawing on the theory of practice, this qualitative study sought to examine the school-based digital literacy of four Australian primary school students from their own perspectives. Data were collected from home technology experience questionnaires, school-based digital literacy tasks and semi-structured interviews. The results of the study illuminated factors that worked to enable and constrain school-based digital literacy including students' home and school experiences with digital technologies and the different ways that students were able to leverage such experiences. The authors consider the implications for curriculum and pedagogy and provide suggestions for further research.