How Digital Natives Become Computer Literate
It is often assumed that those who are young enough to have been born and grown up during the digital age are technologically literate and computer proficient. The idea seems to be that as "digital natives," they have absorbed technical knowledge via osmosis, similar to the way that most children learn their native language through exposure, by listening and responding, with little or no direct instruction.
Unfortunately, technological skills are not so simply acquired. A better analogy for computer literacy might be print literacy. We don't assume that children learn to read and write simply because they live during a time when writing is everywhere. We understand that someone can grow up in a literate society and yet still reach adulthood unable to read and write fluently. In fact, we worry this happening to children. As library professionals, we pay a good deal of attention to what is required for children to gain literacy skills and take active steps to support teachers and families in their efforts to teach reading and writing.
Most of us would say that a print rich environment is important. When we talk about a "print rich environment" we don't simply mean that a child lives in a world where there's lots of print. We imply that a child's personal environment is filled with print: especially the child's home and classroom. We also assume that a child is not simply observing writing from afar, but that the child has opportunities every day to attempt reading and writing. Ideally, these opportunities start in early childhood, long before the child begins formal reading and writing instruction. Children begin by looking at books, scribbling with crayons and markers and incorporating literacy into their pretend play They gradually engaging in more purposeful literacy activities and learning the conventions of reading and writing as they become more experienced. Finally, and most important, at least one adult parent\caregiver regularly mediates the child's experiences with print: modeling reading and writing, reading aloud to the child, praising the child's attempts at drawing and writing, focusing the child's attention on print in the environment, talking about letters and words, and answering the child's literacy and language related questions.
The digital natives who dazzle us with their technological skills grew up, or are growing up, in "digital rich environments." These children have computers in both their homes and classrooms. From an early age, these children are encouraged to engage with computers and "smart" devices in a developmentally appropriate way. They play with smart toys and include props such as toy computers and phones in their play. They attend child care centers and preschools where the ratio of computers to children is low enough that each child regularly has "hands on" computer time. Children have regular opportunities to use a computer at home as well. Game playing is the exclusive, or even predominate, form of computer use--children are encouraged to seek out information and create digital content. In other words, children engage in both digital reading and writing activities as well as engaging with books and drawing\writing materials. Their technological activities gradually become more purposeful and focused. As they gain more experience, they become increasing adept computer users and learn the conventions involved with responsible computer use. Finally, at least one adult parent\caregiver regularly mediates the children's digital experiences. Children are carefully supervised, especially when online, and adults explain the reasons behind safety rules. Adults introduce children to new ways of using computers and digital devices, support children in learning new information via computer (including reading text aloud), praise children's efforts at creating digital content, are available to answer children's questions, and model both functional and recreational computer use.
Unfortunately, technological skills are not so simply acquired. A better analogy for computer literacy might be print literacy. We don't assume that children learn to read and write simply because they live during a time when writing is everywhere. We understand that someone can grow up in a literate society and yet still reach adulthood unable to read and write fluently. In fact, we worry this happening to children. As library professionals, we pay a good deal of attention to what is required for children to gain literacy skills and take active steps to support teachers and families in their efforts to teach reading and writing.
Most of us would say that a print rich environment is important. When we talk about a "print rich environment" we don't simply mean that a child lives in a world where there's lots of print. We imply that a child's personal environment is filled with print: especially the child's home and classroom. We also assume that a child is not simply observing writing from afar, but that the child has opportunities every day to attempt reading and writing. Ideally, these opportunities start in early childhood, long before the child begins formal reading and writing instruction. Children begin by looking at books, scribbling with crayons and markers and incorporating literacy into their pretend play They gradually engaging in more purposeful literacy activities and learning the conventions of reading and writing as they become more experienced. Finally, and most important, at least one adult parent\caregiver regularly mediates the child's experiences with print: modeling reading and writing, reading aloud to the child, praising the child's attempts at drawing and writing, focusing the child's attention on print in the environment, talking about letters and words, and answering the child's literacy and language related questions.
The digital natives who dazzle us with their technological skills grew up, or are growing up, in "digital rich environments." These children have computers in both their homes and classrooms. From an early age, these children are encouraged to engage with computers and "smart" devices in a developmentally appropriate way. They play with smart toys and include props such as toy computers and phones in their play. They attend child care centers and preschools where the ratio of computers to children is low enough that each child regularly has "hands on" computer time. Children have regular opportunities to use a computer at home as well. Game playing is the exclusive, or even predominate, form of computer use--children are encouraged to seek out information and create digital content. In other words, children engage in both digital reading and writing activities as well as engaging with books and drawing\writing materials. Their technological activities gradually become more purposeful and focused. As they gain more experience, they become increasing adept computer users and learn the conventions involved with responsible computer use. Finally, at least one adult parent\caregiver regularly mediates the children's digital experiences. Children are carefully supervised, especially when online, and adults explain the reasons behind safety rules. Adults introduce children to new ways of using computers and digital devices, support children in learning new information via computer (including reading text aloud), praise children's efforts at creating digital content, are available to answer children's questions, and model both functional and recreational computer use.