Linda Laidlaw
Biographic Data
| ID | 9715874 |
|---|---|
| NAME | Linda Laidlaw |
| GIVEN NAMES | Linda |
| FAMILY NAME | Laidlaw |
| SIGNATURE | LAIDLAW L |
| AFFILIATIONS | University of Alberta |
| ORCID | 0000-0002-2017-4302 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Through Green’s Three-Dimensional Model
Many Canadian children use digital devices at home. Parents’ perspectives on their children’s digital use influence how those children engage with digital practices and how parents manage them. This article draws on interview data from a larger qualitative study examining first-generation newcomer parents’ perspectives and their children’s digital practices at home in Canada. This paper focuses on the perspectives of a newcomer parent, Diana, reg…
Reimagining Literacy
Children today must navigate an ever-expanding array of mobile electronic devices and digital technologies that require literacy skills of a different order than in past eras. School systems and educators everywhere have been racing to keep up with the rapid pace of technological change and to respond to these changing learning needs which disrupt existing pedagogical practices. In early 2020, education systems across the globe experienced furthe…
Reimagining Professional Development for Digital Literacies
During the COVID-19 pandemic teachers have been expected to learn new digital literacy skills, often applying them immediately. While professional development structures within school districts and professional associations are organized to offer supports, teachers may be challenged to gain digital skills within existing professional development models. Within our study, teachers explored technologies with the aim of rethinking frames for teachin…
No prominent works on this page.
Reimagining Literacy
Children today must navigate an ever-expanding array of mobile electronic devices and digital technologies that require literacy skills of a different order than in past eras. School systems and educators everywhere have been racing to keep up with the rapid pace of technological change and to respond to these changing learning needs which disrupt existing pedagogical practices. In early 2020, education systems across the globe experienced furthe…
Reimagining Professional Development for Digital Literacies
During the COVID-19 pandemic teachers have been expected to learn new digital literacy skills, often applying them immediately. While professional development structures within school districts and professional associations are organized to offer supports, teachers may be challenged to gain digital skills within existing professional development models. Within our study, teachers explored technologies with the aim of rethinking frames for teachin…
Through Green’s Three-Dimensional Model
Many Canadian children use digital devices at home. Parents’ perspectives on their children’s digital use influence how those children engage with digital practices and how parents manage them. This article draws on interview data from a larger qualitative study examining first-generation newcomer parents’ perspectives and their children’s digital practices at home in Canada. This paper focuses on the perspectives of a newcomer parent, Diana, reg…
Literacy (3 works) · Child Development and Digital Technology (2 works) · Digital Literacy (2 works) · Medicine (2 works) · Pandemic (2 works) · Pedagogy (2 works) · Sociology (2 works) · Adult literacy (1 work) · Digital Communication and Language (1 work) · Digital Inclusion (1 work)