Mobile Technologies in Children’s Language and Literacy

Grace Oakley is a teacher educator and researcherat the Graduate School of Education, University of Western Australia, Australia. Shehas a particular interest in literacy education for children in their early andprimary school years, and she has published articles in scholarly journals on theuse of mobile technologies such as tablets to support literacy learning.

• Mobile Technologies in Language and Literacy Practice and Learning in Preschool and Primary School Children; Grace Oakley Young Children's Imaginative Play and Dynamic Literacy Practices in the Digital Age; Sara Sintonen, Kristiina Kumpulainen and Jenni Vartiainen A Gallery of Practices – Mobile Learning, Language, Literacy and the Arts (K-6); Kathy Rushton and Jon CallowIntroducing Coding as a Literacy on Mobile Devices in the Early Years; Chris Walsh and Claire Campbell Digital Storytelling as a Pedagogy to Develop Literacy and 21st Century Competencies in a Singapore Primary School: Teachers as Designers; Mohamed Melwami, Lee Yong Tay and Cher Ping Lim Mobile Devices and Multimodal Textual Practices; Amy Hutchison and Beth Beschorner Mobile Tools for Literacy Learning Across the Curriculum in Primary Schools; Jan Clarke Mobilising Critical Literacies: Text Production in Children's Hands; Lisa Kervin, Annette Woods, Barbara Comber and Aspa Baroutsis Personalised Learning with Digital Technologies at Home and School: Where Is Children's Agency?; Natalia Kucirkova Supporting Children's Literacy Learning in Low- and Middle-Income Countries through M-Learning; Grace Oakley and Umera Imtinan

Early education researchers contribute to the theory and practice of using mobile technologies for learning and teaching literacy, focusing on children up to the age of 12. Their topics include young children's imaginative play and dynamic literacy practices in the digital age, digital storytelling as pedagogy to develop literacy and 21st-century competencies in a Singapore primary school: teachers as designers, mobile devices and multimodal textual practices, mobilizing critical literacies: text production in children's hands, and supporting children's literacy learning in counties with low and middle incomes through mobile learning.