Literaturnachweis - Detailanzeige
| Autor/in | Nogueron-Liu, Silvia |
|---|---|
| Titel | Access to Technology in Transnational Social Fields: Simultaneity and Digital Literacy Socialization of Adult Immigrants |
| Quelle | In: International Multilingual Research Journal, 7 (2013) 1, S.33-48 (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-3152 |
| DOI | 10.1080/19313152.2013.746801 |
| Schlagwörter | Immigrants; Socialization; Social Networks; Community Centers; Access to Computers; Information Technology; Technological Literacy; Adults; Correlation; Community Programs; Spanish Speaking; Cooperation; English (Second Language); Second Language Learning; Arizona; Mexico |
| Abstract | Some studies of technology use by immigrants have explored the role of digital media in their maintenance of affiliations with their nations of origin. However, the potential for transnational social networks to serve as "resources" that facilitate digital literacy socialization for adult immigrant learners remains unexplored. In this study, I draw on the concepts of simultaneity and transnational social fields (Levitt & Glick Schiller, 2004) to analyze the relation between local and remote networks and the use of technology by immigrant learners. The findings reveal the configuration and exchange of resources across nation states, facilitated by family networks and by a local community center with the support of a Mexican institution. The findings also demonstrate the ways in which digital literacy practices were adopted by participants to maintain these transnational connections and to build new networks with local institutions. Implications for community-based technology programs for learners with transnational ties are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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