Investigating children's interactions around digital texts in classrooms: how are these framed and what counts?

Abstract

This article argues that, in informing our understanding of the possibilities and challenges associated with new technologies in educational contexts, we need to explore what counts to children when using digital texts in classrooms, and what children think counts for their teachers. It suggests that such insights can be gained by investigating children's interactions around these texts and, drawing on Goffman's work, considering how these are framed. This is illustrated using examples from a study of classroom digital literacy events. The article suggests that it is important to consider how frames disrupt, intersect with and over-layer each other.

Keywords:

• digital
• literacy
• classroom
• Goffman
• frame

Acknowledgements

I would like to thank the teachers and children involved in this study for allowing me to research in their classrooms. I would also like to thank the United Kingdom Literacy Association for a research grant.