TY - GEN
T1 - Fostering early literacy skills in children's libraries
T2 - 11th International Conference on Interaction Design and Children, IDC 2012
AU - Jensen, Camilla Nørgaard
AU - Burleson, Winslow
AU - Sadauskas, John
PY - 2012
Y1 - 2012
N2 - Early literacy is a leading indicator of academic success. Recent findings describe the important role that embodied cognition can play in the promotion of early literacy. Libraries - children's libraries in particular - stand to benefit greatly from emerging forms of tangible and embodied interactive technology that can leverage these findings. As informal community-based learning institutions with a mandate to provide user-centered, personalized reading and learning experiences, children's libraries are uniquely positioned to empower young learners through the development of reading skills. Within these institutions, reading skills - particularly those representing embodied cognition - are supported by social interaction with peers, caregivers, and librarians. Through embodied cognition, children develop critical early literacy skills by linking concepts with corresponding physical actions, to establish the foundation of reading comprehension. When such activities are playful, fun, and interactive, learning to read becomes intrinsically motivating. While embodied technology is particularly conducive to creating such novel interactions, few libraries have adopted technology that deliberately channels these phenomena towards literacy development. Through qualitative ethnographic methods this investigation presents opportunities for embodied cognition and tangible embedded interactive play and learning systems within children's libraries.
AB - Early literacy is a leading indicator of academic success. Recent findings describe the important role that embodied cognition can play in the promotion of early literacy. Libraries - children's libraries in particular - stand to benefit greatly from emerging forms of tangible and embodied interactive technology that can leverage these findings. As informal community-based learning institutions with a mandate to provide user-centered, personalized reading and learning experiences, children's libraries are uniquely positioned to empower young learners through the development of reading skills. Within these institutions, reading skills - particularly those representing embodied cognition - are supported by social interaction with peers, caregivers, and librarians. Through embodied cognition, children develop critical early literacy skills by linking concepts with corresponding physical actions, to establish the foundation of reading comprehension. When such activities are playful, fun, and interactive, learning to read becomes intrinsically motivating. While embodied technology is particularly conducive to creating such novel interactions, few libraries have adopted technology that deliberately channels these phenomena towards literacy development. Through qualitative ethnographic methods this investigation presents opportunities for embodied cognition and tangible embedded interactive play and learning systems within children's libraries.
KW - children's libraries
KW - educational technology
KW - embodied cognition
KW - informal learning
KW - pre-literacy skills
KW - qualitative methods
UR - http://www.scopus.com/inward/record.url?scp=84864305171&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84864305171&partnerID=8YFLogxK
U2 - 10.1145/2307096.2307103
DO - 10.1145/2307096.2307103
M3 - Conference contribution
AN - SCOPUS:84864305171
SN - 9781450310079
T3 - ACM International Conference Proceeding Series
SP - 50
EP - 59
BT - Proceedings of IDC 2012 - The 11th International Conference on Interaction Design and Children
Y2 - 12 June 2012 through 15 June 2012
ER -