TY - JOUR
T1 - Children, literacy and the Uk National Grid for Learning
AU - Lankshear, Colin
AU - Knobel, Michele
PY - 2002/8
Y1 - 2002/8
N2 - This article presents a critical assessment from the standpoint of early childhood literacy of Britain’s ambitious and costly on-line learning resource, the National Grid for Learning. It provides an overview of the aims, scope and administration of the Grid, together with typical examples of content available for users in the early childhood age range (0–8 years).The authors argue that the Grid is headed in an unfortunate and counterproductive direction so far as young learners are concerned.The argument claims that in its current form the Grid is likely to generate boredom among young people in terms of Grid-promoted on-line literacy practices, and to foster mislearningof important new forms of literacy, such as email and interactivity. Furthermore, Grid activities and approaches dumb down literacy acquisition, particularly acquisition of 'new literacies’, and impede development of personal responsibility for on-line actions. The authors claim that a major change in mindset will be necessary to reform the Grid in ways that are compatible with the official policy goals and aspirations behind its development. Examples are provided of more productive alternatives, together with concepts, principles and data supporting the judgments and suggestions advanced.
AB - This article presents a critical assessment from the standpoint of early childhood literacy of Britain’s ambitious and costly on-line learning resource, the National Grid for Learning. It provides an overview of the aims, scope and administration of the Grid, together with typical examples of content available for users in the early childhood age range (0–8 years).The authors argue that the Grid is headed in an unfortunate and counterproductive direction so far as young learners are concerned.The argument claims that in its current form the Grid is likely to generate boredom among young people in terms of Grid-promoted on-line literacy practices, and to foster mislearningof important new forms of literacy, such as email and interactivity. Furthermore, Grid activities and approaches dumb down literacy acquisition, particularly acquisition of 'new literacies’, and impede development of personal responsibility for on-line actions. The authors claim that a major change in mindset will be necessary to reform the Grid in ways that are compatible with the official policy goals and aspirations behind its development. Examples are provided of more productive alternatives, together with concepts, principles and data supporting the judgments and suggestions advanced.
KW - literacy
KW - on-line learning
KW - technology
UR - http://www.scopus.com/inward/record.url?scp=84993728942&partnerID=8YFLogxK
U2 - 10.1177/14687984020022003
DO - 10.1177/14687984020022003
M3 - Article
AN - SCOPUS:84993728942
SN - 1468-7984
VL - 2
SP - 167
EP - 194
JO - Journal of Early Childhood Literacy
JF - Journal of Early Childhood Literacy
IS - 2
ER -