<abstract xmlns="http://www.w3.org/1999/xhtml"><p>With the growing importance of digital practices in young children’s everyday routines, parents and educators often face frustration and confusion. They find it difficult to guide children when it comes to playing and learning online. This research note proposes an insight into parents’ and educators’ concerns related to children’s and their own digital literacy, based on two exploratory qualitative inquiries carried out from March 2015 to August 2017 among 30 children aged 4 to 8 from Romania, their parents and educators. The research project <italic>Digital and Multimodal Practices of Young Children from Romania</italic> (2015–2016) and its continuation <italic>The Role of Digital Competence in the Everyday Lives of Children Aged 4–8</italic> (2017–2018, ongoing) are part of a broader effort within the Europe-wide COST network IS1410 – <italic>The Digital and Multimodal Practices of Young Children</italic> (2014–2018). Parents and educators are disconnected from young children’s universe, our research has found. The factors enabling adults’ access to “Digiland” and ways of coping with the steep learning curve of digital literacy are explored through parents’ and teachers’ narratives, guided observation of children’s digital practices, and expert testimonies.</p></abstract>

With the growing importance of digital practices in young children’s everyday routines, parents and educators often face frustration and confusion. They find it difficult to guide children when it comes to playing and learning online. This research note proposes an insight into parents’ and educators’ concerns related to children’s and their own digital literacy, based on two exploratory qualitative inquiries carried out from March 2015 to August 2017 among 30 children aged 4 to 8 from Romania, their parents and educators. The research project Digital and Multimodal Practices of Young Children from Romania (2015–2016) and its continuation The Role of Digital Competence in the Everyday Lives of Children Aged 4–8 (2017–2018, ongoing) are part of a broader effort within the Europe-wide COST network IS1410 – The Digital and Multimodal Practices of Young Children (2014–2018). Parents and educators are disconnected from young children’s universe, our research has found. The factors enabling adults’ access to “Digiland” and ways of coping with the steep learning curve of digital literacy are explored through parents’ and teachers’ narratives, guided observation of children’s digital practices, and expert testimonies.

Strangers in Digiland

Sapientia Hungarian University of Transylvania

Acta Universitatis Sapientiae, Communicatio

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Strangers in Digiland"}

With the growing importance of digital practices in young children’s everyday routines, parents and educators often face frustration and confusion. They find...

Strangers in Digiland

Publié en ligne: 29 déc. 2017

Pages: 109 - 115

DOI: https://doi.org/10.1515/auscom-2017-0006

Mots clés
parents, teachers, digital literacy, Romania

© 2017 Rozália Klára Bakó et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Strangers in Digiland

Publié en ligne: 29 déc. 2017

Pages: 109 - 115

DOI: https://doi.org/10.1515/auscom-2017-0006

Mots clésparents, teachers, digital literacy, Romania

© 2017 Rozália Klára Bakó et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
parents, teachers, digital literacy, Romania