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Mobile Phone Use and Children's Literacy Learning

Mobile phones are relatively inexpensive computing devices commonly found in many low and high income households in the United States as well as communities in developing nations. There is a significant body of research examining the ways in which mobile technologies support children’s learning (Druin, 2009). More recently, researchers have begun to explore the use of mobile phones as a means to improve literacy learning, particularly in underserved communities (Alismail et al., 2010; Horowitz et al., 2006; Revelle, Reardon, Mays Green, Betancourt, & Kotler, 2007). Literacy encompasses reading, writing, speaking, and listening (NCTE, 2013). The chapter aims to synthesize current research examining the ways in which mobile phones support children’s literacy learning in home and school-based environments and offer suggestions for future literacy research. The chapter begins with an overview describing how mobile technologies, in general, support literacy learning. Current research examining the ways in which mobile phone use shapes children’s literacy learning is synthesized next. The paper concludes by discussing directions for future research.