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Digital Design Literacy in K-9 Education: Experiences from Pioneer Teachers Share on

Research output: Contribution to book/anthology/report/proceedingArticle in proceedingsResearchpeer-review


Based on a comprehensive account of digital design literacy, we report from an interview study with pioneer teachers to disclose their experiences from teaching design in formal K-9 education. Unique for the study is that the interviewees were highly qualified K-9 teachers with research-based in-service training in design and more than three years of teaching experience in the area. Our findings suggest that digital design literacy supports children's agency and empowerment in relation to digital technology. Moreover, digital design literacy provides children with four broad competence areas of effective teamwork, contextual inquiry, imagination and creation, and design process navigation. Our study also demonstrates that digital design literacy does not fit seamlessly within the path of conventional school courses. Several structural barriers in formal education such as summative assessments, teacher-roles, failure-prevention and children's lack of experiences with open-ended assignments are reported and discussed in relation to previous studies in child-computer interaction research.

Original languageEnglish
Title of host publicationInteraction Design and Children (IDC '21)
Number of pages11
Place of publicationNew York
PublisherAssociation for Computing Machinery
Publication yearJun 2021
ISBN (Electronic)9781450384520
Publication statusPublished - Jun 2021
EventIDC'21: Interaction Design and Children (IDC) - online, Greece
Duration: 24 Jun 202130 Jun 2021



    Research areas

  • Digital design literacy, Digital literacy, K-9 education, Pioneer teachers, Maker education, Child-computer interaction, CCTD, CEED, #CCTD

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