Year: 2026
Type: article
Abstract: The number of children engaged in homeschool education is increasing, particularly in regional areas of Australia. Homeschool families currently access community-based activities such as theatre productions and sports programs, as well as public library services, to enrich their children’s learning. However, access to quality programs that support digital literacy skills remains limited and the benefits of these programs to home schoolers remain largely unexplored. This study examined the experiences of homeschool families with children aged 6–12 who participated in a series of stop-motion animation workshops held in a regional Western Australian public library. Data were collected from both participating parents and children via reflection sheets, semi-structured interviews and researcher observations. Findings indicated that the workshops enhanced children’s digital literacy and empowered their parents with new skills and pedagogies to integrate into their homeschooling practices. Additionally, all participants reported high levels of emotional engagement, increased confidence, valuable social interactions, and a strong desire for similar opportunities to be offered more regularly. Further, the centrally located public library was viewed as an accessible and welcoming setting well-suited to the needs of regional homeschool families. These findings highlight the value of community services such as public libraries and community arts programs and the importance of consistent, high-quality education programs tailored to the needs of regional homeschooling communities to ensure meaningful and equitable access to digital literacy learning.
Authors: Kimberly Maslin, Karen Murcia, Jane Mulcock
Institutions: Curtin University, Edith Cowan University
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,190
OpenAlex ID: W7164895664