Index
Young Children’s Play Practices with Digital Tablets
ISBN: 978-1-78756-706-1, eISBN: 978-1-78756-705-4
Open Access. Publication date: 29 July 2019
Citation
Fróes, I. (2019), "Index", Young Children’s Play Practices with Digital Tablets, Emerald Publishing Limited, Leeds, pp. 131-133. https://doi.org/10.1108/978-1-78756-705-420191002
Publisher
:Emerald Publishing Limited
Copyright © Isabel Fróes, 2019
License
Except where otherwise noted, this work is licensed under a Creative Commons Attribution 4.0 Licence (CC BY 4.0). Anyone may reproduce, distribute, translate and create derivative works of this book (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at https://creativecommons.org/licenses/by/4.0/
INDEX
Actor-network theory (ANT), 39–40
Agency, 74
Android, 46
ANT. See Actor-network theory (ANT)
Apple, 7–8
Apple store, 46
Asobu, 10, 11
Attachment, 99–102, 115
Automobiles, 1
Børnehave, 11–17, 45–46
Branding, 74
Brazil, 8
Calligraph, 1–2
Camera set-up, 45
Codes overview, 63–75
Coding experience, 52–53
Coding process
and decoding codes, 62–63
focused coding, 52, 65–72
initial coding, 52
theoretical coding, 52, 65–72
Commercial airline, 1
Communication literacy, 22
Computer, IT and ICT literacy, 22
Computer-mediated information, 21
Computing machine, 1
Constructionism, 30
Continuous tapping, 54
Convergent dragging, 57–58
Cultural aspects, 64–73
Curiosity, 74
Denmark, 3, 7–9, 12, 13–14
Design, 82–87, 115
Design and design limitations, 73
Devices, 44
Digital competences, 26
Digital devices, as a new material, 117–118
Digital ethnography principles, 46–47
Digital literacy, 20–27
and play, 34–38
practice, 3
Digital penmanship, 105–106, 115
Digital play, 7–8
and games, 25
Digital Play Experience Taxonomy (DPET), 77, 115
toyblet taxonomy, 78–102
attachment, 99–102
design, 82–87
interaction, 94–98
intertwining the, 102–103
play, 87–93
vocabulary, 78–82
Digital spaces, 32–33
Digital toys, 33
Divergent dragging, 56–57
DPET. See Digital Play Experience Taxonomy (DPET)
Dragging (holding), 54
Emergent literacies, 23–25
Engagement, 73–74
England, 8
Exploration, 74
Familiarity, 49, 73
Focused coding, 52
Force tapping, 54, 55
Fun, 74
Game literacy, 36, 75
Games, 25
Gee’s research, 108
Google play, 46
Green’s model, 23
Grounded theory, 52
Hand knowledge, 73
Hand typology
continuous tapping, 54, 57
convergent dragging, 57–58, 59
divergent dragging, 56–57, 59
dragging (holding), 54, 56
force tapping, 54, 58
hovering, 54, 55
long tapping, 54–56, 58
reach, 59–60, 61
simultaneous holding, 58–59, 60
swiping, 54, 56
tapping, 54, 55
tilting, 56, 58
Heterogeneous engineering, 40
Hoikuen, 11–17, 45–46
Hovering, 54, 55
Hyperintertextuality, 37, 106–107
Hypermedia, 107
iBooks, 48
Iconography, 49
ICT literacy, 8–9
Identity/digital narratives, 75
I-mode, 8
Information literacy, 22
Initial coding, 52
Institutions, 45
Interaction, 94–98, 115
Internet, 21–22
Intertextuality, 106–107
iPad, 8
iPad Mini, 46
iTunes, 48
Japan, 3, 7–9, 12–14
Ketai, 8
Language, 63–64
‘Learn by doing’, 30, 39
‘Learning by making’, 30
Lege, 9–10
Lege (med) iPad, 10
LEGO, 9, 110
LEGO city, 80–81
Leontiev’s theory, 29
Literacies, 73
Location, 45
m-app, 99–100
Media, 25
Media literacy, 20, 22–23, 75
audience, 23
framework, 24
language, 23
production, 23
representation, 23
Mediation, 49
Mobile technologies, 7–8
Multiliteracies, 108
Multimodal hyper-intertextuality, 106–107, 115–116
Multimodality, 74
Narrativized semiotic system, 35–36
New Literacies Studies (NLS), 23–25
NLS. See New Literacies Studies (NLS)
Notions of space (digital), 74
Ownership, 75
Penmanship, 105–106
Piagetian theory, 28, 29
Play, 3, 7–8, 28–33, 87–93, 115
in children’s interactions, 3–4
digital, 7–8
digital literacies and, 34–38
digital spaces, 32–33
digital tablets, 4
to discover, 46–52
and playfulness, 30–32
relationship to school, 8
Play/design expectations, 64
Play experience, 73
Playful literacy, 108–109, 116
Play versus goal, 49
Pokémon, 9
Polysemous, 34–35
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
Preschools
description of
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
and technology, 15
Privacy, 49, 73
Problem solving, 38, 74
Problem-solving magnet, 49
Quest to Learn (Q2L), 34
Samsung, 7–8
Samsung Galaxy Note 10.1, 46
Science and technology studies (STS), 39–40
Semiotic knowledge, 64
Sewing machines, 1
Simultaneous holding, 58–59, 60
Smartphones, 7–8
Social practices, 108
Sociocultural phenomenon, 23–25
Sociocultural practices, 108
Spain, 8
Spil, 9–10
Spille, 10
Spille fodbold, 10
Spille Lotto, 10
Storytelling, 49
STS. See Science and technology studies (STS)
Suru, 10, 11
Swiping, 54, 56
Tablet, 3, 4, 7–8, 32, 106
Tablet literacy, 49
Tablet play, 3
Tablet semiotics, 74
Tablet vocabulary, 49
Talking Tom, 80–81
Tapping, 54
Technological literacy, 22
Technology-oriented culture, 8
Telegraph, 1
Telephone, 1
Theoretical coding, 52
3D environments, 35–36
3D printing, 2
TocaBoca, 110
Toy, 74
Toyblet, 77, 78
Typewriter, 1–2
Visual literacy, 22, 27
Vocabulary, 78–82, 115
Vygotskian theory, 29
Yaru, 10, 11
Calligraph, 1–2
Camera set-up, 45
Codes overview, 63–75
Coding experience, 52–53
Coding process
and decoding codes, 62–63
focused coding, 52, 65–72
initial coding, 52
theoretical coding, 52, 65–72
Commercial airline, 1
Communication literacy, 22
Computer, IT and ICT literacy, 22
Computer-mediated information, 21
Computing machine, 1
Constructionism, 30
Continuous tapping, 54
Convergent dragging, 57–58
Cultural aspects, 64–73
Curiosity, 74
Denmark, 3, 7–9, 12, 13–14
Design, 82–87, 115
Design and design limitations, 73
Devices, 44
Digital competences, 26
Digital devices, as a new material, 117–118
Digital ethnography principles, 46–47
Digital literacy, 20–27
and play, 34–38
practice, 3
Digital penmanship, 105–106, 115
Digital play, 7–8
and games, 25
Digital Play Experience Taxonomy (DPET), 77, 115
toyblet taxonomy, 78–102
attachment, 99–102
design, 82–87
interaction, 94–98
intertwining the, 102–103
play, 87–93
vocabulary, 78–82
Digital spaces, 32–33
Digital toys, 33
Divergent dragging, 56–57
DPET. See Digital Play Experience Taxonomy (DPET)
Dragging (holding), 54
Emergent literacies, 23–25
Engagement, 73–74
England, 8
Exploration, 74
Familiarity, 49, 73
Focused coding, 52
Force tapping, 54, 55
Fun, 74
Game literacy, 36, 75
Games, 25
Gee’s research, 108
Google play, 46
Green’s model, 23
Grounded theory, 52
Hand knowledge, 73
Hand typology
continuous tapping, 54, 57
convergent dragging, 57–58, 59
divergent dragging, 56–57, 59
dragging (holding), 54, 56
force tapping, 54, 58
hovering, 54, 55
long tapping, 54–56, 58
reach, 59–60, 61
simultaneous holding, 58–59, 60
swiping, 54, 56
tapping, 54, 55
tilting, 56, 58
Heterogeneous engineering, 40
Hoikuen, 11–17, 45–46
Hovering, 54, 55
Hyperintertextuality, 37, 106–107
Hypermedia, 107
iBooks, 48
Iconography, 49
ICT literacy, 8–9
Identity/digital narratives, 75
I-mode, 8
Information literacy, 22
Initial coding, 52
Institutions, 45
Interaction, 94–98, 115
Internet, 21–22
Intertextuality, 106–107
iPad, 8
iPad Mini, 46
iTunes, 48
Japan, 3, 7–9, 12–14
Ketai, 8
Language, 63–64
‘Learn by doing’, 30, 39
‘Learning by making’, 30
Lege, 9–10
Lege (med) iPad, 10
LEGO, 9, 110
LEGO city, 80–81
Leontiev’s theory, 29
Literacies, 73
Location, 45
m-app, 99–100
Media, 25
Media literacy, 20, 22–23, 75
audience, 23
framework, 24
language, 23
production, 23
representation, 23
Mediation, 49
Mobile technologies, 7–8
Multiliteracies, 108
Multimodal hyper-intertextuality, 106–107, 115–116
Multimodality, 74
Narrativized semiotic system, 35–36
New Literacies Studies (NLS), 23–25
NLS. See New Literacies Studies (NLS)
Notions of space (digital), 74
Ownership, 75
Penmanship, 105–106
Piagetian theory, 28, 29
Play, 3, 7–8, 28–33, 87–93, 115
in children’s interactions, 3–4
digital, 7–8
digital literacies and, 34–38
digital spaces, 32–33
digital tablets, 4
to discover, 46–52
and playfulness, 30–32
relationship to school, 8
Play/design expectations, 64
Play experience, 73
Playful literacy, 108–109, 116
Play versus goal, 49
Pokémon, 9
Polysemous, 34–35
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
Preschools
description of
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
and technology, 15
Privacy, 49, 73
Problem solving, 38, 74
Problem-solving magnet, 49
Quest to Learn (Q2L), 34
Samsung, 7–8
Samsung Galaxy Note 10.1, 46
Science and technology studies (STS), 39–40
Semiotic knowledge, 64
Sewing machines, 1
Simultaneous holding, 58–59, 60
Smartphones, 7–8
Social practices, 108
Sociocultural phenomenon, 23–25
Sociocultural practices, 108
Spain, 8
Spil, 9–10
Spille, 10
Spille fodbold, 10
Spille Lotto, 10
Storytelling, 49
STS. See Science and technology studies (STS)
Suru, 10, 11
Swiping, 54, 56
Tablet, 3, 4, 7–8, 32, 106
Tablet literacy, 49
Tablet play, 3
Tablet semiotics, 74
Tablet vocabulary, 49
Talking Tom, 80–81
Tapping, 54
Technological literacy, 22
Technology-oriented culture, 8
Telegraph, 1
Telephone, 1
Theoretical coding, 52
3D environments, 35–36
3D printing, 2
TocaBoca, 110
Toy, 74
Toyblet, 77, 78
Typewriter, 1–2
Visual literacy, 22, 27
Vocabulary, 78–82, 115
Vygotskian theory, 29
Yaru, 10, 11
Emergent literacies, 23–25
Engagement, 73–74
England, 8
Exploration, 74
Familiarity, 49, 73
Focused coding, 52
Force tapping, 54, 55
Fun, 74
Game literacy, 36, 75
Games, 25
Gee’s research, 108
Google play, 46
Green’s model, 23
Grounded theory, 52
Hand knowledge, 73
Hand typology
continuous tapping, 54, 57
convergent dragging, 57–58, 59
divergent dragging, 56–57, 59
dragging (holding), 54, 56
force tapping, 54, 58
hovering, 54, 55
long tapping, 54–56, 58
reach, 59–60, 61
simultaneous holding, 58–59, 60
swiping, 54, 56
tapping, 54, 55
tilting, 56, 58
Heterogeneous engineering, 40
Hoikuen, 11–17, 45–46
Hovering, 54, 55
Hyperintertextuality, 37, 106–107
Hypermedia, 107
iBooks, 48
Iconography, 49
ICT literacy, 8–9
Identity/digital narratives, 75
I-mode, 8
Information literacy, 22
Initial coding, 52
Institutions, 45
Interaction, 94–98, 115
Internet, 21–22
Intertextuality, 106–107
iPad, 8
iPad Mini, 46
iTunes, 48
Japan, 3, 7–9, 12–14
Ketai, 8
Language, 63–64
‘Learn by doing’, 30, 39
‘Learning by making’, 30
Lege, 9–10
Lege (med) iPad, 10
LEGO, 9, 110
LEGO city, 80–81
Leontiev’s theory, 29
Literacies, 73
Location, 45
m-app, 99–100
Media, 25
Media literacy, 20, 22–23, 75
audience, 23
framework, 24
language, 23
production, 23
representation, 23
Mediation, 49
Mobile technologies, 7–8
Multiliteracies, 108
Multimodal hyper-intertextuality, 106–107, 115–116
Multimodality, 74
Narrativized semiotic system, 35–36
New Literacies Studies (NLS), 23–25
NLS. See New Literacies Studies (NLS)
Notions of space (digital), 74
Ownership, 75
Penmanship, 105–106
Piagetian theory, 28, 29
Play, 3, 7–8, 28–33, 87–93, 115
in children’s interactions, 3–4
digital, 7–8
digital literacies and, 34–38
digital spaces, 32–33
digital tablets, 4
to discover, 46–52
and playfulness, 30–32
relationship to school, 8
Play/design expectations, 64
Play experience, 73
Playful literacy, 108–109, 116
Play versus goal, 49
Pokémon, 9
Polysemous, 34–35
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
Preschools
description of
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
and technology, 15
Privacy, 49, 73
Problem solving, 38, 74
Problem-solving magnet, 49
Quest to Learn (Q2L), 34
Samsung, 7–8
Samsung Galaxy Note 10.1, 46
Science and technology studies (STS), 39–40
Semiotic knowledge, 64
Sewing machines, 1
Simultaneous holding, 58–59, 60
Smartphones, 7–8
Social practices, 108
Sociocultural phenomenon, 23–25
Sociocultural practices, 108
Spain, 8
Spil, 9–10
Spille, 10
Spille fodbold, 10
Spille Lotto, 10
Storytelling, 49
STS. See Science and technology studies (STS)
Suru, 10, 11
Swiping, 54, 56
Tablet, 3, 4, 7–8, 32, 106
Tablet literacy, 49
Tablet play, 3
Tablet semiotics, 74
Tablet vocabulary, 49
Talking Tom, 80–81
Tapping, 54
Technological literacy, 22
Technology-oriented culture, 8
Telegraph, 1
Telephone, 1
Theoretical coding, 52
3D environments, 35–36
3D printing, 2
TocaBoca, 110
Toy, 74
Toyblet, 77, 78
Typewriter, 1–2
Visual literacy, 22, 27
Vocabulary, 78–82, 115
Vygotskian theory, 29
Yaru, 10, 11
Game literacy, 36, 75
Games, 25
Gee’s research, 108
Google play, 46
Green’s model, 23
Grounded theory, 52
Hand knowledge, 73
Hand typology
continuous tapping, 54, 57
convergent dragging, 57–58, 59
divergent dragging, 56–57, 59
dragging (holding), 54, 56
force tapping, 54, 58
hovering, 54, 55
long tapping, 54–56, 58
reach, 59–60, 61
simultaneous holding, 58–59, 60
swiping, 54, 56
tapping, 54, 55
tilting, 56, 58
Heterogeneous engineering, 40
Hoikuen, 11–17, 45–46
Hovering, 54, 55
Hyperintertextuality, 37, 106–107
Hypermedia, 107
iBooks, 48
Iconography, 49
ICT literacy, 8–9
Identity/digital narratives, 75
I-mode, 8
Information literacy, 22
Initial coding, 52
Institutions, 45
Interaction, 94–98, 115
Internet, 21–22
Intertextuality, 106–107
iPad, 8
iPad Mini, 46
iTunes, 48
Japan, 3, 7–9, 12–14
Ketai, 8
Language, 63–64
‘Learn by doing’, 30, 39
‘Learning by making’, 30
Lege, 9–10
Lege (med) iPad, 10
LEGO, 9, 110
LEGO city, 80–81
Leontiev’s theory, 29
Literacies, 73
Location, 45
m-app, 99–100
Media, 25
Media literacy, 20, 22–23, 75
audience, 23
framework, 24
language, 23
production, 23
representation, 23
Mediation, 49
Mobile technologies, 7–8
Multiliteracies, 108
Multimodal hyper-intertextuality, 106–107, 115–116
Multimodality, 74
Narrativized semiotic system, 35–36
New Literacies Studies (NLS), 23–25
NLS. See New Literacies Studies (NLS)
Notions of space (digital), 74
Ownership, 75
Penmanship, 105–106
Piagetian theory, 28, 29
Play, 3, 7–8, 28–33, 87–93, 115
in children’s interactions, 3–4
digital, 7–8
digital literacies and, 34–38
digital spaces, 32–33
digital tablets, 4
to discover, 46–52
and playfulness, 30–32
relationship to school, 8
Play/design expectations, 64
Play experience, 73
Playful literacy, 108–109, 116
Play versus goal, 49
Pokémon, 9
Polysemous, 34–35
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
Preschools
description of
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
and technology, 15
Privacy, 49, 73
Problem solving, 38, 74
Problem-solving magnet, 49
Quest to Learn (Q2L), 34
Samsung, 7–8
Samsung Galaxy Note 10.1, 46
Science and technology studies (STS), 39–40
Semiotic knowledge, 64
Sewing machines, 1
Simultaneous holding, 58–59, 60
Smartphones, 7–8
Social practices, 108
Sociocultural phenomenon, 23–25
Sociocultural practices, 108
Spain, 8
Spil, 9–10
Spille, 10
Spille fodbold, 10
Spille Lotto, 10
Storytelling, 49
STS. See Science and technology studies (STS)
Suru, 10, 11
Swiping, 54, 56
Tablet, 3, 4, 7–8, 32, 106
Tablet literacy, 49
Tablet play, 3
Tablet semiotics, 74
Tablet vocabulary, 49
Talking Tom, 80–81
Tapping, 54
Technological literacy, 22
Technology-oriented culture, 8
Telegraph, 1
Telephone, 1
Theoretical coding, 52
3D environments, 35–36
3D printing, 2
TocaBoca, 110
Toy, 74
Toyblet, 77, 78
Typewriter, 1–2
Visual literacy, 22, 27
Vocabulary, 78–82, 115
Vygotskian theory, 29
Yaru, 10, 11
iBooks, 48
Iconography, 49
ICT literacy, 8–9
Identity/digital narratives, 75
I-mode, 8
Information literacy, 22
Initial coding, 52
Institutions, 45
Interaction, 94–98, 115
Internet, 21–22
Intertextuality, 106–107
iPad, 8
iPad Mini, 46
iTunes, 48
Japan, 3, 7–9, 12–14
Ketai, 8
Language, 63–64
‘Learn by doing’, 30, 39
‘Learning by making’, 30
Lege, 9–10
Lege (med) iPad, 10
LEGO, 9, 110
LEGO city, 80–81
Leontiev’s theory, 29
Literacies, 73
Location, 45
m-app, 99–100
Media, 25
Media literacy, 20, 22–23, 75
audience, 23
framework, 24
language, 23
production, 23
representation, 23
Mediation, 49
Mobile technologies, 7–8
Multiliteracies, 108
Multimodal hyper-intertextuality, 106–107, 115–116
Multimodality, 74
Narrativized semiotic system, 35–36
New Literacies Studies (NLS), 23–25
NLS. See New Literacies Studies (NLS)
Notions of space (digital), 74
Ownership, 75
Penmanship, 105–106
Piagetian theory, 28, 29
Play, 3, 7–8, 28–33, 87–93, 115
in children’s interactions, 3–4
digital, 7–8
digital literacies and, 34–38
digital spaces, 32–33
digital tablets, 4
to discover, 46–52
and playfulness, 30–32
relationship to school, 8
Play/design expectations, 64
Play experience, 73
Playful literacy, 108–109, 116
Play versus goal, 49
Pokémon, 9
Polysemous, 34–35
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
Preschools
description of
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
and technology, 15
Privacy, 49, 73
Problem solving, 38, 74
Problem-solving magnet, 49
Quest to Learn (Q2L), 34
Samsung, 7–8
Samsung Galaxy Note 10.1, 46
Science and technology studies (STS), 39–40
Semiotic knowledge, 64
Sewing machines, 1
Simultaneous holding, 58–59, 60
Smartphones, 7–8
Social practices, 108
Sociocultural phenomenon, 23–25
Sociocultural practices, 108
Spain, 8
Spil, 9–10
Spille, 10
Spille fodbold, 10
Spille Lotto, 10
Storytelling, 49
STS. See Science and technology studies (STS)
Suru, 10, 11
Swiping, 54, 56
Tablet, 3, 4, 7–8, 32, 106
Tablet literacy, 49
Tablet play, 3
Tablet semiotics, 74
Tablet vocabulary, 49
Talking Tom, 80–81
Tapping, 54
Technological literacy, 22
Technology-oriented culture, 8
Telegraph, 1
Telephone, 1
Theoretical coding, 52
3D environments, 35–36
3D printing, 2
TocaBoca, 110
Toy, 74
Toyblet, 77, 78
Typewriter, 1–2
Visual literacy, 22, 27
Vocabulary, 78–82, 115
Vygotskian theory, 29
Yaru, 10, 11
Ketai, 8
Language, 63–64
‘Learn by doing’, 30, 39
‘Learning by making’, 30
Lege, 9–10
Lege (med) iPad, 10
LEGO, 9, 110
LEGO city, 80–81
Leontiev’s theory, 29
Literacies, 73
Location, 45
m-app, 99–100
Media, 25
Media literacy, 20, 22–23, 75
audience, 23
framework, 24
language, 23
production, 23
representation, 23
Mediation, 49
Mobile technologies, 7–8
Multiliteracies, 108
Multimodal hyper-intertextuality, 106–107, 115–116
Multimodality, 74
Narrativized semiotic system, 35–36
New Literacies Studies (NLS), 23–25
NLS. See New Literacies Studies (NLS)
Notions of space (digital), 74
Ownership, 75
Penmanship, 105–106
Piagetian theory, 28, 29
Play, 3, 7–8, 28–33, 87–93, 115
in children’s interactions, 3–4
digital, 7–8
digital literacies and, 34–38
digital spaces, 32–33
digital tablets, 4
to discover, 46–52
and playfulness, 30–32
relationship to school, 8
Play/design expectations, 64
Play experience, 73
Playful literacy, 108–109, 116
Play versus goal, 49
Pokémon, 9
Polysemous, 34–35
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
Preschools
description of
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
and technology, 15
Privacy, 49, 73
Problem solving, 38, 74
Problem-solving magnet, 49
Quest to Learn (Q2L), 34
Samsung, 7–8
Samsung Galaxy Note 10.1, 46
Science and technology studies (STS), 39–40
Semiotic knowledge, 64
Sewing machines, 1
Simultaneous holding, 58–59, 60
Smartphones, 7–8
Social practices, 108
Sociocultural phenomenon, 23–25
Sociocultural practices, 108
Spain, 8
Spil, 9–10
Spille, 10
Spille fodbold, 10
Spille Lotto, 10
Storytelling, 49
STS. See Science and technology studies (STS)
Suru, 10, 11
Swiping, 54, 56
Tablet, 3, 4, 7–8, 32, 106
Tablet literacy, 49
Tablet play, 3
Tablet semiotics, 74
Tablet vocabulary, 49
Talking Tom, 80–81
Tapping, 54
Technological literacy, 22
Technology-oriented culture, 8
Telegraph, 1
Telephone, 1
Theoretical coding, 52
3D environments, 35–36
3D printing, 2
TocaBoca, 110
Toy, 74
Toyblet, 77, 78
Typewriter, 1–2
Visual literacy, 22, 27
Vocabulary, 78–82, 115
Vygotskian theory, 29
Yaru, 10, 11
m-app, 99–100
Media, 25
Media literacy, 20, 22–23, 75
audience, 23
framework, 24
language, 23
production, 23
representation, 23
Mediation, 49
Mobile technologies, 7–8
Multiliteracies, 108
Multimodal hyper-intertextuality, 106–107, 115–116
Multimodality, 74
Narrativized semiotic system, 35–36
New Literacies Studies (NLS), 23–25
NLS. See New Literacies Studies (NLS)
Notions of space (digital), 74
Ownership, 75
Penmanship, 105–106
Piagetian theory, 28, 29
Play, 3, 7–8, 28–33, 87–93, 115
in children’s interactions, 3–4
digital, 7–8
digital literacies and, 34–38
digital spaces, 32–33
digital tablets, 4
to discover, 46–52
and playfulness, 30–32
relationship to school, 8
Play/design expectations, 64
Play experience, 73
Playful literacy, 108–109, 116
Play versus goal, 49
Pokémon, 9
Polysemous, 34–35
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
Preschools
description of
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
and technology, 15
Privacy, 49, 73
Problem solving, 38, 74
Problem-solving magnet, 49
Quest to Learn (Q2L), 34
Samsung, 7–8
Samsung Galaxy Note 10.1, 46
Science and technology studies (STS), 39–40
Semiotic knowledge, 64
Sewing machines, 1
Simultaneous holding, 58–59, 60
Smartphones, 7–8
Social practices, 108
Sociocultural phenomenon, 23–25
Sociocultural practices, 108
Spain, 8
Spil, 9–10
Spille, 10
Spille fodbold, 10
Spille Lotto, 10
Storytelling, 49
STS. See Science and technology studies (STS)
Suru, 10, 11
Swiping, 54, 56
Tablet, 3, 4, 7–8, 32, 106
Tablet literacy, 49
Tablet play, 3
Tablet semiotics, 74
Tablet vocabulary, 49
Talking Tom, 80–81
Tapping, 54
Technological literacy, 22
Technology-oriented culture, 8
Telegraph, 1
Telephone, 1
Theoretical coding, 52
3D environments, 35–36
3D printing, 2
TocaBoca, 110
Toy, 74
Toyblet, 77, 78
Typewriter, 1–2
Visual literacy, 22, 27
Vocabulary, 78–82, 115
Vygotskian theory, 29
Yaru, 10, 11
Ownership, 75
Penmanship, 105–106
Piagetian theory, 28, 29
Play, 3, 7–8, 28–33, 87–93, 115
in children’s interactions, 3–4
digital, 7–8
digital literacies and, 34–38
digital spaces, 32–33
digital tablets, 4
to discover, 46–52
and playfulness, 30–32
relationship to school, 8
Play/design expectations, 64
Play experience, 73
Playful literacy, 108–109, 116
Play versus goal, 49
Pokémon, 9
Polysemous, 34–35
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
Preschools
description of
Preschool A, 14
Preschool B, 14
Preschool C, 14–15
and technology, 15
Privacy, 49, 73
Problem solving, 38, 74
Problem-solving magnet, 49
Quest to Learn (Q2L), 34
Samsung, 7–8
Samsung Galaxy Note 10.1, 46
Science and technology studies (STS), 39–40
Semiotic knowledge, 64
Sewing machines, 1
Simultaneous holding, 58–59, 60
Smartphones, 7–8
Social practices, 108
Sociocultural phenomenon, 23–25
Sociocultural practices, 108
Spain, 8
Spil, 9–10
Spille, 10
Spille fodbold, 10
Spille Lotto, 10
Storytelling, 49
STS. See Science and technology studies (STS)
Suru, 10, 11
Swiping, 54, 56
Tablet, 3, 4, 7–8, 32, 106
Tablet literacy, 49
Tablet play, 3
Tablet semiotics, 74
Tablet vocabulary, 49
Talking Tom, 80–81
Tapping, 54
Technological literacy, 22
Technology-oriented culture, 8
Telegraph, 1
Telephone, 1
Theoretical coding, 52
3D environments, 35–36
3D printing, 2
TocaBoca, 110
Toy, 74
Toyblet, 77, 78
Typewriter, 1–2
Visual literacy, 22, 27
Vocabulary, 78–82, 115
Vygotskian theory, 29
Yaru, 10, 11
Quest to Learn (Q2L), 34
Samsung, 7–8
Samsung Galaxy Note 10.1, 46
Science and technology studies (STS), 39–40
Semiotic knowledge, 64
Sewing machines, 1
Simultaneous holding, 58–59, 60
Smartphones, 7–8
Social practices, 108
Sociocultural phenomenon, 23–25
Sociocultural practices, 108
Spain, 8
Spil, 9–10
Spille, 10
Spille fodbold, 10
Spille Lotto, 10
Storytelling, 49
STS. See Science and technology studies (STS)
Suru, 10, 11
Swiping, 54, 56
Tablet, 3, 4, 7–8, 32, 106
Tablet literacy, 49
Tablet play, 3
Tablet semiotics, 74
Tablet vocabulary, 49
Talking Tom, 80–81
Tapping, 54
Technological literacy, 22
Technology-oriented culture, 8
Telegraph, 1
Telephone, 1
Theoretical coding, 52
3D environments, 35–36
3D printing, 2
TocaBoca, 110
Toy, 74
Toyblet, 77, 78
Typewriter, 1–2
Visual literacy, 22, 27
Vocabulary, 78–82, 115
Vygotskian theory, 29
Yaru, 10, 11
Tablet, 3, 4, 7–8, 32, 106
Tablet literacy, 49
Tablet play, 3
Tablet semiotics, 74
Tablet vocabulary, 49
Talking Tom, 80–81
Tapping, 54
Technological literacy, 22
Technology-oriented culture, 8
Telegraph, 1
Telephone, 1
Theoretical coding, 52
3D environments, 35–36
3D printing, 2
TocaBoca, 110
Toy, 74
Toyblet, 77, 78
Typewriter, 1–2
Visual literacy, 22, 27
Vocabulary, 78–82, 115
Vygotskian theory, 29
Yaru, 10, 11
Yaru, 10, 11
- Prelims
- Chapter 1 Introduction
- Chapter 2 Play, Lege and Asobu: How the Concept of Play Is Defined in Danish and Japanese Contexts
- Chapter 3 Literacies, Play and Experience: The Need to Bridge Distinct Disciplines
- Chapter 4 Making Sense of Play: Transforming Actions into Words
- Chapter 5 The Digital Play Experience Taxonomy (DPET): Mapping and Categorising the Digital Play Experience
- Chapter 6 Penmanship and Hyper-intertextuality Shaping Playful Literacy
- Conclusion
- References
- Index