GWR: Young Children in the Digital Age

Kurt Kiefer welcomed us and said a big goal is to get everyone on the same page. GWR is based in public libraries because libraries are a free place where children and caregivers can learn about books and reading. He said we need to make the most of being here today. He's eager to hear about what early literacy looks like around the state. He plans to bring these insights to future endeavors and projects. Today is just the beginning. We need to move our ideas forward together.

Shawn Brommer got up to speak. The colors on our name badge coordinate with our area in the state. She said we are defined more generally as by a region.

Young Children in the Digital Age

Chip Donohue, PhD

He started talking about engagement. He wants us to stay alive to possibilities today. He said at the Erickson Institute, our vision is that every adult who works with young children or on their behalf will be knowledgeable, aware, skilled and alive to the possibilities of each child's life.

He talked about Fred Rogers and that how we should use tech “with” rather than “instead of.” It's not all tech and no books or all books and no tech. Computers are one of those building blocks, but they shouldn't be mutually exclusive. We needs to beware the either/or false dichotomy. It's ok to explore all of the tools, but it shouldn't be either/or. The digital natives may need to be introduced to those things prior to the digital age.

Born digital are those born in the last 10 years. Born Analog are those after 1980. Born BPC was before that. Digital locals are teaching the digital tourists. Smart phones are the Swiss Army knife of technology. It has it all. We have to get our hands on this stuff, because we need to be aware of what it out there. Fred Rogers says kids will grow up with problems we didn't even dream of. Touchscreens have changed our conversations. What will change it in the next few years?

He said we need to be patient with each other and give people time to adjust when it comes to technology. Digital triage is what is most critical and what he doesn't have time to get to.

We can't assume that engagements with screens is going to be adequate. He remembers turning on Sesame Street for his kids. Passing the iPhone back to your kids in the cars is not evil, but instead, have some dialogue. What app did you choose? What did you do? Always ask the “what are we going to do when we turn it off?”

What are the concerns with tech? We are worried about too much passive and non-interactive use. We worry about inappropriate content. We worry about social isolation and ads aimed at kids, especially in-app sales. These are unethical practices, so we shouldn't be buying these products. We are worried about obesity and it increasing sleep disruption. The closer to bedtime a child has screens in their faces, the likely they are to have sleep disruptions. If we need to have the tv at the end of the day, we need to make better choices as to what is on tv. Kids are listening even if they aren't in front of the tv.

Sometimes parents choose to come to storytime in the library and are on their phones. We have a great opportunity to be a mentor during these times.

Dr. Christakis said all media is educational and we need to be aware of what children are being educated about. He then asked us if we preach what we practice? We need to think about our own behavior.

He talked about the idea of “holy ground” and how Rogers used mass media to relate to kids. How was he able to talk to kids through the TV? We need to “opt in” and figure out how to use technology well.

Technology is just one more tool. If it's between buying blocks and buying the computer, buy the blocks.

With iPads, we can bring technology to the child, instead of having the child go to the technology. With interactive media, kids do things to the screen. But he wants interactive with interactions. Are they interacting with other kids or people? There needs to be some of this. If parents are on the screen, then we need to be there, too.

What do we mean by technology? It's old and new, analog and digital and low and hi-tech. If you can only have one piece of technology, have a digital camera.

When we used it intentionally and appropriately, tech and interactive media are effective tools to support learning and development. But this requires teachers and people to have info and resources regarding the nature of these tools and the implications of their use with children.

What are the key messages?

• Limitations on the use of tech is important. Special considerations have to be given to kids under 2. Attention to digital citizenship and equitable access is essential. Ongoing research and professional development are needed. Remember it's not about the screen time, but about the interactivity.

How are we using these things in our libraries? What works, what doesn't? Benefits in tech include additional tools for learning and development. It can enhance children's cognitive and social abilities. We have new tools for family engagement that we didn't have before. How about text messages to parents on things they could try? Invites? Have you thought about this? ….

We need to follow Fred's lead on child development.

The 3 Cs for choosing tech tools:

Content – How do they engage?

Context – How does it complement?

Unique Child – How do we choose the right tech tools and experiences for child's needs?

Relationships matter most. A computer can teach you how to spell hug, but it can't give you one. When kids Skype with Grandma, kids are learning a lot of language. The screen doesn't matter. How do we marry the two things?

The challenge in the app world is that we have seconds to develop relationships, as opposed to TV shows. We need to take advantage that an iPad can have more than one person on it. There can be screen sharing. Being a media maker really matters. Think about the gaming culture – it's not the rewards, but trying to get to the next level. When a child can create media, they start to be a 21^st Century, digitally-literate learner.

We need to think of children first. We need to listen and learn about them and learn from them. Fred listened and children believe he listened to them. He let time go by and waited for answers.

All screens are not created equal. But it's about exposure throughout the day. Shift from “how much” to “what” they watch. Use media “with” rather than “instead of.” He urged us to count screens with our kids. We should place limits on passive use. Is there such a thing as passive television watching for a child? We need to look for media experiences that are interactive and include positive interactions with others.

He talked about being an analog curator. How does the media support our goals for kids? How does it take into account the whole child? He says he doesn't want apps that teaches, he wants it to teach kids to learn. We invite parents to storytime so we can “model” for them.

We need to follow Fred's lead and empower parents and engage families. If we strengthen the parent, we strengthen the child. Parents need awareness of media habits, ongoing education, parent-to-parent sharing, advice on digital literacies, etc. We need to be media managers, mediators and mentors. We already are these things, so we better be the best we can at them.