Our book is about a class of 13- to 14-year-olds at an ordinary urban secondary school in London, England. It is a famously tricky age, difficult for parents and teachers, and for the young people themselves. In conducting the research, we became increasingly curious about what young people want, how do they see the world, and how do they find a path through the opportunities and constraints they face?
You are probably reading this because you are interested in the use of digital media in learning. My single strongest recommendation to you: if you want the best and latest evidence-based, authoritative, nuanced, critical knowledge about how digital media and networks are transforming not just learning but commercial media, citizen participation in democracy, and the everyday practices of young people, my advice is to obtain a copy of the new book, “Participatory Culture in A Networked Era,” by Henry Jenkins, Mizuko Ito, and danah boyd. This book is the opposite of so much sound-bite generalization about “digital natives”
“Disability is central to the human experience,” writes Meryl Alper in the opening chapter of her book, “Digital Youth with Disabilities.” The report summarizes how children with disabilities use media for social and recreational purposes and identifies areas where more research on the topic is needed. “At one time or another, those of us who are ‘temporarily able-bodied’ will become disabled, whether as part of the aging process or unexpectedly at any age,” says Alper, a USC doctoral candidate in communication. “People with disabilities have the same human rights to live with dignity and self-worth as