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Keep taking the tablets: iPads, story apps and early literacy

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Abstract

The rapid proliferation of story and game apps aimed at the early years has contributed to the iPad’s visibility as a device for family entertainment and informal education. It is often claimed that iPads and other touch screen devices place sophisticated media in the hands of users. Moreover some have argued that the iPad is particularly appealing for young children because of its weight, portability and intuitive touch-screen interface. This paper critically appraises these claims by a close analysis of young children (14-22 months) in two story-app sharing interactions with an adult. The data is drawn from a wider study based in early years settings in the North of England. An analytical focus based on the material affordances of the iPad and apps is developed and it is suggested that this is a fruitful approach to adopt. Not only does this approach highlight important issues for practitioners, but it also suggests that the interface, and the story-apps used, may not be quite as intuitive as has been suggested. The data also suggest that broader socio-cultural issues may emerge from this sort of data.

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Authors and Affiliations

  1. Sheffield Hallam University, UK

    Guy Merchant

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  1. Guy Merchant
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Merchant, G. Keep taking the tablets: iPads, story apps and early literacy. AJLL 38, 3–11 (2015). https://doi.org/10.1007/BF03651950

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  • DOI: https://doi.org/10.1007/BF03651950

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