Making sense of young people’s digital practices in informal contexts

The Digital Practice Framework

Bibliographic Data

ID21297264
AuthorsPeter Twining (0000-0003-1001-4281, University of Newcastle Australia, corresponding author)
Year2021
Volume52
Issue1
Pages461-481
Publication date2021-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 0007-1013 • E-ISSN: 1467-8535
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjet.13032
OpenAlexW3088657262
LanguageEN
References cited28

There is a growing body of research looking at young people’s use of digital technology in informal contexts. However, there is a gap in the literature about how to describe and categorise young people’s digital practices in such contexts. This gap is important because in order to be able to understand the differences between young people’s digital practices in informal contexts and how these differences arise, you first need to be able to describe and categorise those differences in meaningful ways. You need to be able to answer the question “How do young people use digital technology in informal contexts?” in order to be able to answer questions such as “How do children’s digital practices in informal contexts vary?” and “Why do children’s digital practices vary?”. This paper is significant because it introduces The Digital Practice Framework, an original, theoretically informed, tool to fill this critical gap in the literature. It goes on to indicate how this framework has been used to analyse the factors that facilitate or hinder the development of young people’s digital practices in informal contexts

Best practice · Business · Digital media · Informal education · Informal learning · Order (exchange) · Pedagogy · Political science · Public relations · Sociology · World Wide Web · Child Development and Digital Technology · Computer Science · Impact of Technology on Adolescents · Psychology · Social Media and Politics

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