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ILA Offers Guidelines for Integrating Digital Technologies Into Early Literacy Education

By Alina O'Donnell
 | Apr 23, 2019
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Although digital technologies are widely per­vasive in homes, schools, and communities, there remains little consensus about how they should be used in early childhood literacy education. A new brief released by the International Literacy Association (ILA), Digital Resources in Early Childhood Literacy Development, seeks to create a set of common guidelines for evaluating screen time.

As the meaning of reading and writing continues to evolve, there is an urgent need to “link play and literacy to the multimodal opportunities offered by new digital media,” says ILA.

“The wealth of often conflicting information around the use of digital tools in literacy instruction has only led to more confusion and has stirred valid concerns regarding quality, safety, and overconsumption,” says ILA Executive Director Marcie Craig Post. “Drawing on the latest research and with these concerns in mind, we created a formula for balanced technology integration.”

The brief highlights the social and academic benefits of high-quality digital technologies, such as stronger pathways for language learning, multimodal meaning making, and home–school connections. ILA maintains that—when judiciously selected and intentionally used—digital texts and tools can build children’s literacy and communication skills while preparing them for long-term academic success.

ILA offers four guidelines for making decisions about how best to integrate digital technologies into early childhood contexts, including blending the use of digital and nondigital resources and building home–school connections, with concrete steps for accomplishing each, such as acting as media mentors for caregivers who may not be aware of quality interactive media resources.

Access the full brief here.

Alina O'Donnell is the communications strategist at ILA and the editor of Literacy Daily. 

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