Making Sense of Participation in Cultural Activities for Children
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2013
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| _version_ | 1867180921308839936 |
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| author | Hultgren, Frances Johansson, Barbro |
| author_facet | Hultgren, Frances Johansson, Barbro Hultgren, Frances Johansson, Barbro |
| collection | Education Resources Information Center |
| contents | Making Sense of Participation in Cultural Activities for Children Hultgren, Frances Johansson, Barbro Cultural Activities Children Participation Cultural Context Ethnography Participant Observation Interviews Child Caregivers Communities of Practice Library Services Library Research Cultural Centers Educational Environment Meetings Library Role Foreign Countries Interaction Interaction Process Analysis Introduction: This paper investigates participatory practices in library activities for young children and their care-givers in a specific cultural context. Method: Using an ethnographic approach data were collected through participant observations of songtimes for babies and toddlers, and interviews and group interviews with staff and care-givers. Analysis: With a theoretical departure point in communities of practice the data were analysed by searching for themes and connections to cultural contexts. Trustworthiness was ensured through triangulation: observations of children's activities were related to the interpretations of care-givers' through interviews; member checking through feedback from adult participants; and, ongoing discussions of interpretations between the researchers. Results: The study's findings show how library activities for children can serve as spaces where both a community of practice focused on "mothering" can develop as well as special child communities of practice. Participation is identified as work involving children, adults and professionals in interaction with place and promoted by a view of place as dynamic rather than static. Conclusions: We conclude that participatory practices in library activities for young children are situated and co-evolve through intergenerational dialogue; they are also partial and ongoing. By promoting intercultural dialogue, library activities for young children may become more socially inclusive. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.] |
| format | Recurso educativo Open Access |
| id | eric_EJ1044645 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2013 |
| record_format | eric |
| spellingShingle | Making Sense of Participation in Cultural Activities for Children Hultgren, Frances Johansson, Barbro Cultural Activities Children Participation Cultural Context Ethnography Participant Observation Interviews Child Caregivers Communities of Practice Library Services Library Research Cultural Centers Educational Environment Meetings Library Role Foreign Countries Interaction Interaction Process Analysis Making Sense of Participation in Cultural Activities for Children Hultgren, Frances Johansson, Barbro Cultural Activities Children Participation Cultural Context Ethnography Participant Observation Interviews Child Caregivers Communities of Practice Library Services Library Research Cultural Centers Educational Environment Meetings Library Role Foreign Countries Interaction Interaction Process Analysis Introduction: This paper investigates participatory practices in library activities for young children and their care-givers in a specific cultural context. Method: Using an ethnographic approach data were collected through participant observations of songtimes for babies and toddlers, and interviews and group interviews with staff and care-givers. Analysis: With a theoretical departure point in communities of practice the data were analysed by searching for themes and connections to cultural contexts. Trustworthiness was ensured through triangulation: observations of children's activities were related to the interpretations of care-givers' through interviews; member checking through feedback from adult participants; and, ongoing discussions of interpretations between the researchers. Results: The study's findings show how library activities for children can serve as spaces where both a community of practice focused on "mothering" can develop as well as special child communities of practice. Participation is identified as work involving children, adults and professionals in interaction with place and promoted by a view of place as dynamic rather than static. Conclusions: We conclude that participatory practices in library activities for young children are situated and co-evolve through intergenerational dialogue; they are also partial and ongoing. By promoting intercultural dialogue, library activities for young children may become more socially inclusive. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.] |
| title | Making Sense of Participation in Cultural Activities for Children |
| topic | Cultural Activities Children Participation Cultural Context Ethnography Participant Observation Interviews Child Caregivers Communities of Practice Library Services Library Research Cultural Centers Educational Environment Meetings Library Role Foreign Countries Interaction Interaction Process Analysis |
| url | https://eric.ed.gov/?id=EJ1044645 |