Digital Literacies Go to School: A Cross-Case Analysis of the Literacy Practices Used in a Classroom-Based Social Network Site.
Saved in:
| Title: | Digital Literacies Go to School: A Cross-Case Analysis of the Literacy Practices Used in a Classroom-Based Social Network Site. |
|---|---|
| Authors: | Lindstrom, Denise L.1 (AUTHOR) dllb123@gmail.com, Niederhauser, Dale S.1 (AUTHOR) |
| Source: | Computers in the Schools. Apr-Jun2016, Vol. 33 Issue 2, p103-119. 17p. 6 Charts. |
| Subject Terms: | *Computer literacy, *Educators, *Classrooms, *Student engagement, Online social networks |
| Abstract: | The authors, working from anew literacies studiesperspective, suggest that educators can better teach their students if they develop their own knowledge of the purposes, types, and language conventions students use in their informal out-of-school literacy practices. The purpose of this study was to identify the literacy practices used in a classroom-based social network site and determine how these practices reflect digital literacies. By connecting differences in the literacy practices of three fifth-grade girls to the instructional moves made by classroom teachers, the authors were able to identify and describe how classroom teachers unintentionally marginalized the kinds of digital literacies that are valued in the larger society. Findings point to the importance of creating online identities for establishing relationships in a social networking site and a need for teachers to model ways to shift language use when engaging in different writing contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Computers in the Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The authors, working from anew literacies studiesperspective, suggest that educators can better teach their students if they develop their own knowledge of the purposes, types, and language conventions students use in their informal out-of-school literacy practices. The purpose of this study was to identify the literacy practices used in a classroom-based social network site and determine how these practices reflect digital literacies. By connecting differences in the literacy practices of three fifth-grade girls to the instructional moves made by classroom teachers, the authors were able to identify and describe how classroom teachers unintentionally marginalized the kinds of digital literacies that are valued in the larger society. Findings point to the importance of creating online identities for establishing relationships in a social networking site and a need for teachers to model ways to shift language use when engaging in different writing contexts. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 07380569 |
| DOI: | 10.1080/07380569.2016.1179025 |
