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?
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 21st 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.
