Fostering early literacy skills in children's libraries: Opportunities for embodied cognition and tangible technologies

Camilla Nørgaard Jensen, Winslow Burleson, John Sadauskas

Research output: Chapter in Book/Report/Conference proceedingConference contribution

9 Scopus citations

Abstract

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.

Original languageEnglish (US)
Title of host publicationProceedings of IDC 2012 - The 11th International Conference on Interaction Design and Children
Pages50-59
Number of pages10
DOIs
StatePublished - Jul 31 2012
Event11th International Conference on Interaction Design and Children, IDC 2012 - Bremen, Germany
Duration: Jun 12 2012Jun 15 2012

Publication series

NameACM International Conference Proceeding Series

Other

Other11th International Conference on Interaction Design and Children, IDC 2012
CountryGermany
CityBremen
Period6/12/126/15/12

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Keywords

  • children's libraries
  • educational technology
  • embodied cognition
  • informal learning
  • pre-literacy skills
  • qualitative methods

ASJC Scopus subject areas

  • Software
  • Human-Computer Interaction
  • Computer Vision and Pattern Recognition
  • Computer Networks and Communications

Cite this

Jensen, C. N., Burleson, W., & Sadauskas, J. (2012). Fostering early literacy skills in children's libraries: Opportunities for embodied cognition and tangible technologies. In Proceedings of IDC 2012 - The 11th International Conference on Interaction Design and Children (pp. 50-59). (ACM International Conference Proceeding Series). https://doi.org/10.1145/2307096.2307103