Résumés
Abstract
Despite known inequalities of digital access in rural Canada, we know little about the foundational digital literacies learning needs of students attending rural elementary schools. This exploratory case study, conducted in Ontario, presents 13 rural-serving Grade 4–6 teachers’ insights on the access needs and digital literacies learning needs of their students. Results point to a set of mixed digital materialities and opportunities across home and school that raise concerns of digital marginalization for children who are least connected. Teachers named 14 unique digital literacies learning needs in relation to online reading, digital writing, and participation. Their insights also reflect an understanding of digital literacies learning as situated in a complex assemblage of structural, social, emotional, cultural, cognitive, developmental, technological, and material considerations. Implications for policy and the design of uniquely rural solutions to digital literacies instruction are discussed.
Keywords:
- digital literacies learning,
- rural teacher insights,
- elementary education,
- digital inequalities,
- rural digital divides
Résumé
Même si les inégalités en matière d’accès au numérique dans les régions rurales du Canada sont connues, notre compréhension des besoins fondamentaux des élèves des milieux ruraux en matière d’apprentissage des littératies numériques est très limitée. Cette étude de cas exploratoire, menée en Ontario, présente les perceptions de 13 enseignant[e]s de 4e à 6e année en milieu rural sur les besoins de leurs élèves en matière d’accès au numérique et d’apprentissage des littératies numériques. Dans l’ensemble, les participant[e]s ont décrit une variété de conditions d’accès au numérique à la maison et à l’école pour leurs élèves. Tout en considérant le lien entre l’accès au numérique et le développement des littératies numériques, les analyses soulèvent des inquiétudes quant à la marginalisation numérique des enfants les moins branchés. Les participant[e]s identifient 14 besoins d’apprentissage uniques quant à la lecture en ligne, l’écriture numérique et la participation. La synthèse de leurs perceptions reflète une compréhension complexe et située de l’apprentissage des littératies numériques, car les dimensions structurelles, sociales, émotionnelles, culturelles, cognitives, développementales, technologiques et matérielles figuraient dans les observations partagées. La discussion fait état de l’importance de ces données pour le développement de la politique et pour la conception de solutions spécifiques à l’enseignement des littératies numériques en milieu rural.
Mots-clés :
- l’apprentissage des littératies numériques,
- les perceptions du personnel enseignant en milieu rural,
- éducation primaire,
- les inégalités numériques,
- les fractures numériques en milieu rural
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Biographical notes
Michelle Schira Hagerman is Associate Professor of Educational Technologies at the University of Ottawa Faculty of Education where she is also Program Director of Teacher Education. Her current research focuses on digital literacies teaching and learning through critical making, and the digital literacies learning experiences of children growing up in rural communities in Canada.
Sima Neisary is a Ph.D. candidate in the Faculty of Education at the University of Ottawa. Her research focuses on digital literacies and digital inequities, with a particular emphasis on English language learners and immigrants/newcomers. Sima is dedicated to amplifying the voices of ELLs and newcomers, advocating for inclusive and equitable educational opportunities to mitigate digital inequities for those at risk of being left behind.
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Parties annexes
Notes biographiques
Michelle Schira Hagerman est professeure agrégée avec spécialisation en technologies éducatives à la Faculté d’éducation de l’Université d’Ottawa où elle est la directrice du programme en Teacher Education. Ses recherches actuelles explorent l’apprentissage et l’enseignement des littératies numériques par des approches bricoleurs critiques et en contextes de scolarisation ruraux au Canada.
Sima Neisary est candidate au doctorat à la Faculté d'éducation de l'Université d'Ottawa. Ses recherches portent sur les littératies numériques et les inégalités numériques, avec un accent particulier sur les apprenants de la langue anglaise et les immigrants/nouveaux arrivants. Sima est dédiée à amplifier les voix des apprenants de la langue anglaise et des nouveaux arrivants, en plaidant pour des opportunités éducatives inclusives et équitables afin de réduire les inégalités numériques pour ceux qui risquent d'être laissés pour compte.