Children are today expected to be proficient in skills as digital reading and writing, information search and creating multimodal texts; they shall become digital competent. In the elementary L1-classroom a large proportion of the instructional activities are dedicated to learning how to read and write. This project seeks to contribute knowledge of how digital literacy practices are shaped in classrooms when teachers incorporate digital activities into the teaching in L1.
The project uses observations made via an observation protocol derived from an earlier study (List, Brante & Klee, 2020). Observations are done by teacher students (aspiring to be teachers in year 0 to year 3) during their field work. Data have been collected during the same week for three years, from 2019 to 2021. A first analysis of the observations from year 2019 have been published (Wennås Brante & Godhe, 2021). A comparison of the observations over three years was presented at the ARLE conference 2022.
