This research considers how a 3-year-old child accomplishes digital literacy practices in interaction with her family at home. Ethnomethodological conversation analysis was employed to examine interactional sequences from video recordings of the child's technology use. The research establishes that the child made meaning of onscreen texts and interactions with others in ongoing and locally situated ways. It contributes understanding of the child's interactional ability to manage activities and accomplish digital literacies, which may inform future policy and education practices.
|Qualification||Doctor of Philosophy|
|Award date||11 Nov 2015|
|Place of Publication||Australia|
|Publication status||Published - 2016|