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You can see about of Mother's Day 2021. In many parts of the world today, young people grow up surrounded by computers, electronic toys, game machines, and mobile phones, and they use these digital devices to engage in a diverse range of activities: playing games, texting friends, exploring virtual worlds, searching for information online.
But most young people have little experience designing and creating with digital media. They feel comfortable playing with interactive games, animations, and simulations, but not creating their own. They are not truly fluent with digital technologies:
it is as if they can “read” but not “write.” This paper uses stories from the Scratch online community to explore the meaning of digital fluency, providing examples of how young people can learn to express themselves fluently with digital media.
Story for Mother’s Day
On Saturday, May 7, 2010, I suddenly realized that the following day was Mother’s Day and I hadn’t gotten a gift for my mom. So I started thinking about last-minute gifts. Instead of buying a gift, I decided that I would make my mom an interactive Mother’s Day card, using the Scratch programming software developed by my research group at the MIT Media Lab. Before starting to create my Mother’s Day card, I decided to check out the Scratch community website, where people share Scratch projects. People have shared more than 2.5 million Scratch projects since we launched the website in 2007, so the website can serve as a great source of inspiration. By looking through the website, you can view and try out a wide diversity of different types of projects, many of which you never would have imagined on your own.
I wondered if other people had created Scratch projects for Mother’s Day, so I typed “Mother’s Day” in the search box on the website, and pressed Return. I was surprised and delighted by the results that appeared. There was a list of dozens and dozens of Mother’s Day card, most of them created by young people between the ages of 8 and 16, the core demographic of the Scratch online community. I checked the dates on the projects, and I saw that most of them had been created in the past couple days, by procrastinators like myself. I began clicking on the links to see the projects.
One of the projects (see Figure 1) was a short animation featuring a kitten and a larger cat. The kitten turns around, sees the larger cat, and shouts out “MOMMIE!” Then, the kitten joyfully jumps on the big cat, knocks her over, and says “I U”. At the end of the animation, the creator added a replay option, to make it easy for her mother to view the animation again (and again and again).
Another project was an extended story in which a Scratcher explains how she had searched online to find the correct date for Mother’s Day. The project includes photographs of her room and the computer on which she did the search, along with sound effects to simulate her keystrokes as she types the search query into the computer. The story ends with a cartoon image of herself saying “I love you SO much!” with arms stretching across the screen to show how much she loves her mom. A third project started with the words “HAPPY MOM DAY” drawn on top of a large red heart. Each of the 11 letters was interactive, transforming to a word when touched by the mouse. As I moved the mouse across the screen, touching each letter, a special 11-word Mother’s Day message was revealed: “I love you and care for you. Happy Mother’s Day mom.” As I played with the Mother’s Day projects, I felt a sense of satisfaction.
This was exactly what our team at the Media Lab had hoped would happen when we developed Scratch. Our goal was to help young people become fluent with digital technologies. We hoped that young people would use Scratch to create projects that were meaningful in their everyday lives, not just as school assignments. We hoped that creating Scratch projects would become as common and familiar as writing an entry in your diary or baking a cake for a friend’s party – or creating a card for your mom on Mother’s Day. Of course, most young people already spend lots of time interacting with digital media.
They have grown up surrounded by computers, electronic toys, game machines, and mobile phones, and they use these digital devices to engage in a diverse range of activities: playing games, chatting with friends, exploring virtual worlds, searching for information online. Indeed, they are often described as “digital natives.” But, despite their comfort and familiarity with digital media, most young people have little experience creating with digital media. Even when they do create with digital media (for example, manipulating images with Photoshop or mixing music with Garage Band), they rarely create interactive projects, and thus do not take full advantage of the possibilities of digital media. Most young people feel comfortable playing with interactive games, animations, and simulations, but not creating their own.
As I see it, they are not truly fluent with new digital technologies: it is as if they can “read” but not “write.” In developing Scratch, we wanted to support both reading and writing with interactive media. We wanted to enable everyone to create their own interactive stories, games, and animations – and to share their creations with one another. Our ideas were strongly influenced by earlier research on programming languages for young people, most notably the work on Logo and Squeak Etoys. We were inspired by this earlier work, but we also recognized the need to do some things differently. We designed Scratch to be:
More tinkerable.
To create programs in Scratch, you snap together graphical blocks into stacks, just like LEGO bricks, without any of the obscure syntax (square brackets, semi-colons, etc.) of traditional programming languages. Thus, it is easier to “tinker” with Scratch – quickly trying out new ideas, then continually modifying and refining.
More meaningful.
Scratch supports many different types of projects (games, stories, animations) and many different types of media (graphics, photos, sounds, music), so it can engage people with a wide diversity of interests, even people who had never imagined themselves as programmers.
More social.
The Scratch website hosts a vibrant online community with more than 1 million registered members. You can share and get feedback on your own projects, remix other people’s projects, or join a “collab” to create collaborative projects.
If you look at the Scratch website, you get a sense of the fluency in the community. Young people (mostly ages 8 to 16) are using Scratch to create an extraordinary range of diverse projects, including interactive newsletters, science simulations, virtual tours, and public-service announcements, re-creations of classic video games, animated dance contests, and even Mother’s Day cards.
So what happened with my own Mother’s Day card? As it turns out, I never ended up making a card for my mom. Instead, I sent her links to a dozen Mother’s Day projects that I found on the Scratch website. And my mom, a lifelong educator, responded exactly as I hoped she would, sending me the following email message: “Mitch, enjoyed viewing all the kids’ Scratch cards so much... and I love that I'm the mother of a son who helped give kids the tools to celebrate this way!!!!”
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For a complete overview of Mother's Day, see Mother's Day.
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👉 In the United States, Mother's Day is celebrated on the second Sunday of May.
👉 In some countries it was changed to dates that were significant to the majority religion, or to historical dates.
👉 In the United Kingdom and Ireland, Mother's Day is celebrated on the fourth Sunday in Lent (Mothering Sunday).
Some countries already had existing celebrations honoring motherhood, and their celebrations have adopted several external characteristics from the US holiday, like giving carnations and other presents to your own mother.
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