Bridging Divides through Technology Use: Transnationalism and Digital Literacy Socialization

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Autor/in	Nogueron, Silvia Cecilia
Titel	Bridging Divides through Technology Use: Transnationalism and Digital Literacy Socialization
Quelle	(2011), (290 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-1327-7
Schlagwörter	Hochschulschrift; Dissertation; Participant Observation; Multilingualism; Adult Education; Access to Information; Adult Learning; Adult Students; Information Literacy; Community Centers; Social Networks; Computer Mediated Communication; Computer Literacy; Socialization; Immigrants; Access to Computers; Cultural Context; Cross Cultural Studies; Sociocultural Patterns; Qualitative Research; Ethnography; Interviews; Case Studies; Computer Science Education; Minority Group Students; Computer Use + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teilnehmende Beobachtung; Mehrsprachigkeit; Multilingualismus; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Informationskompetenz; Social network; Soziales Netzwerk; Computerkonferenz; Computerkenntnisse; Socialisation; Sozialisation; Immigrant; Immigrantin; Immigranten; Cultural comparison; Kulturvergleich; Soziokulturelle Theorie; Qualitative Forschung; Ethnografie; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Computer science lessons; Informatikunterricht
Abstract	In this study, I investigate the digital literacy practices of adult immigrants, and their relationship with transnational processes and practices. Specifically, I focus on their conditions of access to information and communication technologies (ICTs) in their life trajectories, their conditions of learning in a community center, and their appropriation of digital literacy practices for transnational purposes. By studying the culturally situated nature of digital literacies of adult learners with transnational affiliations, I build on recent empirical work in the fields of New Literacy Studies, sociocultural approaches to learning, and transnational studies. In this qualitative study, I utilized ethnographic techniques for data collection, including participant observation, interviewing, and collection of material and electronic artifacts. I drew from case study approaches to analyze and present the experiences of five adult first-generation immigrant participants. I also negotiated multiple positionalities during the two phases of the study: as a participant observer and instructor's aide during the Basic Computer Skills course participants attended, and as a researcher-practitioner in the Web Design course that followed. From these multiple vantage points, my analysis demonstrates that participants' access to ICTs is shaped by structural factors, family dynamics, and individuals' constructions of the value of digital literacies. These factors influence participants' conditions of access to material resources, such as computer equipment, and access to mentoring opportunities with members of their social networks. In addition, my analysis of the instructional practices in the classroom shows that instructors used multiple modalities, multiple languages and specialized discourses to scaffold participants' understandings of digital spaces and interfaces. Lastly, in my analysis of participants' repertoires of digital literacy practices, I found that their engagement in technology use for purposes of communication, learning, political participation and online publishing supported their maintenance of transnational affiliations. Conversely, participants' transnational ties and resources supported their appropriation of digital literacies in everyday practice. This study concludes with a discussion on the relationship among learning, digital literacies and transnationalism, and the contributions of critical and ethnographic perspectives to the study of programs that can bridge digital inequality for minority groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10