Danish schools are obliged to work ‘in a playful way’ with digital media according to the demands in the description of the curricula for the pre-primary education (Undervisningsministeriet, 2015). Much money has been spent on the digital infrastructure, but still the professionals in pre-primary education say, that they are short of time, experience and knowledge when it comes to actual implementation of new media in every day school life. On the other hand most children come from media rich homes. The article addresses the gap between in-and-out of school from a child perspective. The key concepts are play and media literacy, and the project’s take on play is inspired by the paradigmatic change towards a participatory and child oriented scientific position. The understanding of media literacy is narrowed down to a trichotomy that implies having access to the media, understanding the media, and creating/expressing oneself using the media. A qualitative study within the sociocultural scientific field has been carried out in order to gain a fuller understanding of a child perspective on media literacy.
|Publikationsdato||3 nov. 2016|
|Status||Udgivet - 3 nov. 2016|