Skip to main content
Have a personal or library account? Click to login
App-Genres for Children’s Agency – Affordances in Applications Used in Preschool Cover

App-Genres for Children’s Agency – Affordances in Applications Used in Preschool

By:   
Open Access
|Apr 2023

References

  1. Aarsand, P. (2019). Categorization activities in Norwegian preschools: Digital tools in identifying, articulating, and assessing. Frontiers in Psychology, 10(973), 113. DOI: 10.3389/fpsyg.2019.00973
  2. Akhter, P. (2016). A young child’s intergenerational practices through the use of visual screen-based multimodal communication to acquire qur’anic literacy. Language and Education, 30(6), 500518. DOI: 10.1080/09500782.2016.1141935
  3. Apperley, T. H. (2006). Genre and game studies: Toward a critical approach to video game genres. Simulation & Gaming, 37(1), 623. DOI: 10.1177/1046878105282278
  4. Arnott, L., Grogan, D., & Duncan, P. (2016). Lessons from using iPads to understand young children’s creativity. Contemporary Issues in Early Childhood, 17(2), 157173. DOI: 10.1177/1463949116633347
  5. Bertilsson, T. M. (2004). The elementary forms of pragmatism: On different types of abduction. European Journal of Social Theory, 7(3), 371389. DOI: 10.1177/1368431004044199
  6. Bezemer, J., & Mavers, D. (2011). Multimodal transcription as academic practice: a social semiotic perspective. International Journal of Social Research Methodology, 14(3), 191206. DOI: 10.1080/13645579.2011.563616
  7. Canagarajah, S. (2011). Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy. Applied Linguistics Review, 2, 127. DOI: 10.1515/9783110239331.1
  8. Djonov, E., & Van Leeuwen, T. (2018). The power of semiotic software: A critical multimodal perspective. In: J. Flowerdew & J. Richardson (Eds.), The Routledge handbook of critical discourse studies (pp. 566581). London: Routledge. DOI: 10.4324/9781315739342
  9. García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In: A. Mohanty, M. Panda, R. Phillipson & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 128145). New Delhi: Orient Blackswan. DOI: 10.21832/9781847691910-011
  10. Gibson, J. J. (1979). The ecological approach to visual perception. Boston, Mass.: Houghton Mifflin.
  11. Ivarsson, J. (2010). Developing the construction sight: Architectural education and technological change. Visual Communication, 9(2), 171191. DOI: 10.1177/1470357210369883
  12. Kheirkhah, M., & Cekaite, A. (2017). Siblings as language socialization agents in bilingual families. International Multilingual Research Journal, 12(4), 118. DOI: 10.1080/19313152.2016.1273738
  13. Kjällander, S., & Moinian, F. (2014). Digital tablets and applications in preschool – Preschoolers’ creative transformation of didactic design. Designs for Learning, 7(1), 1033. DOI: 10.2478/dfl-2014-0009
  14. Kleemann, C. (2021). Pedagogical translanguaging to create sustainable minority language practices in kindergarten. Sustainability, 13(7), 3613. DOI: 10.3390/su13073613
  15. Konstitutionsutskottet. (2012). Kunskapsöversikt om nationella minoriteter. Stockholm: Sveriges riksdag.
  16. Kress, G. (1997). Before writing rethinking the paths to literacy. London: Routledge.
  17. Kress, G. (2003). Literacy in the new media age. London: Routledge. DOI: 10.4324/9780203299234
  18. Kress, G. (2012). Perspectives on making meaning: The differential principles and means of adult and children. In: N. Hall, J. Larson & J. Marsh (Eds.), Handbook of early childhood literacy (2nd ed.) (pp. 329344). Thousand Oaks, CA: SAGE. DOI: 10.4135/9781446247518
  19. Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). London: Routledge. DOI: 10.4324/9780203619728
  20. Kucirkova, N. (2018). A taxonomy and research framework for personalization in children’s literacy apps. Educational Media International, 55(3), 255272. DOI: 10.1080/09523987.2018.1512446
  21. Kvåle, G. (2020). Er det riktige det viktige? Literacy-syn og kvalitetstrekk i kommersielle abc-apper for norskspråklige førskolebarn. Nordic Journal of Literacy Research, 6(1), 625. DOI: 10.23865/njlr.v6.1746
  22. Leonet, O., Cenoz, J., & Gorter, D. (2017). Challenging minority language isolation: Translanguaging in a trilingual school in the Basque country. Journal of Language, Identity & Education, 16(4), 216227. DOI: 10.1080/15348458.2017.1328281
  23. Marsh, J. (2017). The internet of toys: A posthuman and multimodal analysis of connected play. Teachers College Record, 119(12), 132. DOI: 10.1177/016146811711901206
  24. Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and education: An International Research Journal, 20(1), 1021. DOI: 10.1016/j.linged.2009.01.003
  25. Mondada, L. (2007). Commentary: transcript variations and the indexicability of transcribing practices. Discourse Studies, 9(6), 809821. DOI: 10.1177/1461445607082581
  26. Nilsen, M. (2018). Barns och lärares aktiviteter med datorplattor och appar i förskolan. (Doctoral dissertation, University of Gothenburg) Göteborg.
  27. Otterborn, A., Schönborn, K., & Hultén, M. (2019). Surveying preschool teachers’ use of digital tablets: General and technology education related findings. International Journal of Technology and Design Education, 29(4), 717737. DOI: 10.1007/s10798-018-9469-9
  28. Palmér, H. (2015). Using tablet computers in preschool: How does the design of applications influence participation, interaction and dialogues? International Journal of Early Years Education, 23(4), 365381. DOI: 10.1080/09669760.2015.1074553
  29. Paulsrud, B., & Straszer, B. (2018). “We know the same languages and then we can mix them”: A child’s perspectives on everyday translanguaging in the family. In: G. Mazzaferro (Ed.), Translanguaging as everyday practice (pp. 4968). Springer. DOI: 10.1007/978-3-319-94851-5_4
  30. Percec, D. (2016). A serious genre: The apology of children’s literature. Cambridge scholars publishing.
  31. Petersen, P. (2015). Appar och agency: barns interaktion med pekplattor i förskolan. (Licentiate thesis, Uppsala University) Uppsala.
  32. Petersen, P. (2018). Beyond borders: Digital tablets as a resource for preschool children’s communication in a minority language. Designs for Learning, 10(1), 8899. DOI: 10.16993/dfl.87
  33. Petersen, P. (2020). Delaktighet och digitala resurser: barns multimodala uttryck för delaktighet i förskolan i flerspråkiga områden. (Doctoral dissertation, Stockholm University) Stockholm.
  34. Selander, S., & Kress, G. (2010). Design för lärande – ett multimodalt perspektiv. Stockholm: Norstedts Akademiska Förlag.
  35. SFS, Swedish Code of Statutes. (2009: 274). Lag om nationella minoriteter och minoritetsspråk. Issued June 11, 2009.
  36. Skolverket. (2018). Curriculum for the preschool. Lpfö 2018. Stockholm: Skolverket.
  37. Statens medieråd. (2019). Småungar & medier fakta om små barns användning och upplevelser av medier. Stockholm: Medierådet.
  38. Swedish research council. (2017). Good research practice. Stockholm: Vetenskapsrådet.
  39. Tønnessen, E. S. (Ed.) (2014). Jakten på fortellinger. Barne- og ungdomslitteratur på tvers av medier. Oslo: Universitetsforlaget. DOI: 10.14811/clr.v38i0.216
  40. Tønnessen, E. S. (2018). Hvordan vurdere kvalitet i bildebokapper? In: J. F. Hovden & Ø. Prytz (Eds.). Kvalitetsforhandlinger – Kvalitetsbegrepet i samtidens kunst og kultur (pp. 309338). Bergen: Fagbokforlaget.
  41. van Leeuwen, T. (2005a). Introducing social semiotics. London: Routledge. DOI: 10.4324/9780203647028
  42. van Leeuwen, T. (2005b). Multimodality, genre and design. In: R. Jones, H. Rodney & S. Norris (Eds.), Discourse in action (pp. 7393). London: Routledge. DOI: 10.4324/9780203018767
  43. Walldén Hillström, K. (2020). I samspel med digitala medier. Förskolebarns deltagande i multimodala literacypraktiker. Uppsala studies in education 141. (Doctoral dissertation, Uppsala University) Acta universitatis upsaliensis.
  44. Zhao, S., & Flewitt, R. (2020). Young Chinese immigrant children’s language and literacy practices on social media: A translanguaging perspective. Language and Education, 34(3), 267285. DOI: 10.1080/09500782.2019.1656738
  45. Zhao, S., & Zappavigna, M. (2018). The interplay of (semiotic) technologies and genre: The case of the selfie. Social Semiotics, 28(5), 665682. DOI: 10.1080/10350330.2018.1504724
DOI: https://doi.org/10.16993/dfl.182 | Journal eISSN: 2001-7480
Language: English
Page range: 17 - 30
Submitted on: Aug 16, 2021
Accepted on: Mar 27, 2023
Published on: Apr 10, 2023
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services

© 2023 Petra Petersen, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.