The fatal shooting of 18-year-old Michael Brown in Ferguson, Mo. began dominating the national headlines instantly. One of the biggest factors, as Newsweek’s Elijah Wolfson points out, was the use of social media by the residents of Ferguson as well as those sympathetic to the concerns about hyper-aggressive police tactics. Speaking about Ferguson, MSNBC’s Chris Hayes told a New York Times reporter, “this story was put on the map, driven, and followed on social media more so than any story I can remember since the Arab spring.” Amidst the surge of social media, a number of journalists reported on what they perceived
For more than a decade now, I’ve internally cringed whenever someone talks about the promise of technology in education. Often, discussions of iPads, video games, laptops for all focus on the potential of access to the software, device, or app rather than how it’s used. In 1999, my department at UC Santa Barbara decided that all lecturers would hold classes in campus computer labs to demonstrate our progressiveness. We received no training. There was no brainstorming about lessons. We were given no information about the specs of the computer labs. Space was reserved and we were
In my last two posts, I have reflected on a rationale for looking at the work of libraries through Deborah Brandt’s concept of sponsors of literacy as well as the philosophical and practical imperatives for libraries to examine the forces and ideologies that shape their work. As libraries begin to examine the ways they function as sponsors of multiple forms of literacy and to consider the kinds of literate practices that are privileged and marginalized, a checklist or inventory of questions for consideration is needed as a starting point for peeling back the layers of influences.
In my last post “Literacies and Fallacies,” I introduced Deborah Brandt’s conceptual approach of sponsors of literacy that connects individual literacy development to the economic development of literacy. I also shared a rationale for why libraries should use this critical interpretive lens and offered an initial list of questions as focal points of inquiry to consider. As I recently finished Natasha Trethewey’s brilliant and deeply moving Beyond Katrina: A Meditation on the Mississippi Gulf Coast, I saw parallels between the narratives in Trethewey’s work and Brandt’s ethnographic research examining sponsors of literacy. In this collection of
The opening sentence to a recent Los Angeles Times article says it all: It took exactly one week for nearly 300 students at Roosevelt High School to hack through security so they could surf the Web on their new school-issued iPads, raising new concerns about a plan to distribute the devices to all students in the district. When educators and policymakers assume that simply investing in technology will “level the playing field” in schools, it’s clear that those of us in the DML community have a lot of work to do. As educational researchers who were teachers in
Classes recently began in the Los Angeles Unified School District, which is the second largest school district in the country, a place where the best practices of digital media and learning face the difficulties of effecting change at a truly massive scale. This post serves as a challenge to philanthropic organizations, which often focus on boutique programs with younger children when aiming to reform K-12 education, and suggests that there is a vast pool of motivated digital learners who are currently underserved. I don’t tend to talk about my personal life as a DMLcentral blogger, but
As someone who inhabits multiple learning worlds in libraries and public schools, concepts of literacy–traditional and emerging–are central to my work as I think about pedagogies that inform literacy practices in these spaces. Educational policies and curricular standards, economic factors, local and federal legislation, and political mandates are increasingly a driving force in the literacy practices championed by libraries (public, academic, K-12) and public schools. As library and educational organizations craft programming and curriculum in response to traditional literacy mandates like grade-level reading as well as contemporary literacies like digital, new media, and information literacy that
Like many, I spent part of my summer catching up on books I’ve been meaning to read and haven’t committed the time to do so during the rest of the year. Along with fun genre fiction, one book I finally picked up was Walter Isaacson’s biography of the late Steve Jobs. I should note that I am typing this post on a MacBook Pro, that I regularly rely on an iPad Mini for writing while traveling, and that much of my leisure “reading” today comes from playing audiobooks (at double speed no less!) on my iPhone.
It has been more than a decade since Marc Prensky popularized the term “digital natives” to describe young people’s inherent connection with digital technologies, and while students may be able to successfully navigate these technologies to accomplish everyday tasks, researchers such as Ugochi Acholonu are exploring the extent to which this theory holds true when it comes to a student’s ability to innovate using technology. Acholonu tested this theory by asking a group of community college students, ages 18-20 who had grown up in technology inclusive environments, to complete a set of problems on paper.
In recent years, international development organizations have started incorporating digital media programming in an effort to merge storytelling and popular media into civic engagement and to bring young people together across national and cultural differences. In 2009, AMIGOS de las Americas partnered with a major development agency to carry out youth media and youth arts programs in Nicaragua. As the program’s director, Chelsey Hauge, a doctoral candidate in Language and Literacy Education at the University of British Columbia, spent three years studying young people’s relationships with media production, community development, and civic engagement. She was especially interested