Family collaborations in computer-based literacy activities

This qualitative study documented the nature and content of interactions as two mothers and their kindergarten children engaged in computer-based literacy activities in a parent-child computer class. It also documented the choices class participants made when given the opportunity to select software programs to use in collaborative computer activities. The concept of scaffolding was applied to topics within literacy events to describe how mothers assisted their children in computer-based literacy tasks. Constant comparative analysis was used to identify similarities and variations in scaffolding across time, texts and families. Within three broad categories of literacy events that reflected genres of texts that mothers and children shared i.e., narrative, composing, and instructional, several types of scaffolding behaviors were identified. Focusing attention and directing behavior were generalized types of scaffolding that occurred across all categories of events. Cueing, a form of focusing attention, and directives, a form of directing behavior, were also detected in all categories of events. Other types of assistance were more text specific, e.g., in instructional events mothers narrowed the task and provided explanations. Variations in scaffolding across families were identified, and the limited role of the computer as a scaffolding device was described. Because of the short duration of the class, only two changes in interactions over time were distinguished. To further define mother-child interactions and to describe parental styles of scaffolding, elements of language structure and function were applied to selected segments of mother and child dialogue. Results showed that for the most part, mothers and children communicated directly with one another and showed little tentativeness about their roles in interactions; however, one mother\u27s scaffolding style was consistent whereas the other mother\u27s was flexible. Data on five mother-child pairs were used to document family choices of software programs during times in the class when selection of programs was unrestricted. Children made decisions about software selections during unrestricted portions of the class. No specific program was preferred by a majority of families during free choice times. This study lays a foundation for future research into the ways parents and children enact literacy learning at the computer