The Digital Literacy Practices of Latina/o Immigrant Parents in an After-School Technology Partnership

Autor/inn/en	Machado-Casas, Margarita; Sánchez, Patricia; Ek, Lucila D.
Titel	The Digital Literacy Practices of Latina/o Immigrant Parents in an After-School Technology Partnership
Quelle	In: Multicultural Education, 21 (2014) 3-4, S.28-33 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Qualitative Research; After School Programs; Partnerships in Education; Technological Literacy; Literacy Education; Hispanic Americans; Bilingualism; Parents; College School Cooperation; Elementary Schools; Family Programs; Elementary School Students; Parent Participation; Technology Uses in Education; Access to Computers; Social Bias; Urban Schools; Interviews; Personal Narratives; Surveys; Coding; Parent Attitudes; Females; Texas + Suchen Sie Ihr Suchwort? Qualitative Forschung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Hochschulpartnerschaft; Technisches Wissen; Hispanic; Hispanoamerikaner; Bilingualismus; Eltern; Elementary school; Grundschule; Volksschule; Family program; Familienprogramm; Elternmitwirkung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interviewing; Interviewtechnik; Erlebniserzählung; Survey; Umfrage; Befragung; Codierung; Programmierung; Elternverhalten; Weibliches Geschlecht
Abstract	Drawing from a larger qualitative four-year study of an after-school technology partnership called "La Clase Mágica" at the University of Texas at San Antonio (LCM@UTSA), the authors focus on how digital literacies mediate the literacy learning of Latina/o bilingual immigrant parents. They also discuss how the elementary school and university partnership addressed the opportunities and challenges of working with culturally diverse families. Specifically, this article explores the ways Latina/o families in the program use technology to bridge existing cultural and technological divides. The term "family member" is utilized along with the term "parent" because it better reflects the situations of Latina/o students, who often are raised communally by extended family members and close friends. Using a participatory perspective on parent involvement, and the multigenerational community utility-based model of Latina/o families' interactions as a theoretical framework, this article explores how Latina/o families involved in LCM@UTSA use technology as a bridge for connecting with their children, getting involved with the school, and becoming part of the local and global 21st century community. The research conducted here is significant, given the digital divide that persists along racial and class lines. The authors provide information on that digital divide and technology usage among Latina/o parents and families as well as family involvement in technology education. They close with reflections on partnering with local parents, an elementary school, and a university teacher preparation program; the authors offer implications and directions for further investigations. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10