Book Review: The Digital Youth Network: cultivating digital media citizenship in urban communities

Meehan, Jessica; Ray, Brandi; Wells, Sunny; Walker, Amanda; Schwarz, Gretchen

doi:10.23860/jmle-7-2-9

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…Many of the findings from our study of WiC align with research related to equity issues in technology‐driven learning. For instance, in a book on the Digital Youth Network (DYN), Barron (2014) discussed how participants in DYN perceive viable opportunities for learning, understand the potential impact of acquiring specific skills, and have a clear vision of their developmental path for building these skills. Similarly, within WiC, the organization's technical and professional development events allow participants to envision themselves as part of the tech industry, aligning their newly acquired skills with personal career goals.…”

Section: Discussionmentioning

confidence: 99%

Diversifying computer science: An examination of the potential influences of women‐in‐computing groups

Wu,

Uttal

2024

Science Education

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The gender imbalance in computer science (CS) is one of the most challenging issues in American education. CS is the only science, technology, engineering, and mathematics (STEM) field in which women's representation has steadily declined in recent decades. In this study, we explored one potential approach that could be effective in increasing college women's participation in CS: participation in Women‐in‐Computing (WiC) groups. Through participant observation and individual interviews in a WiC group at a major research university, we investigated how students engage in WiC, the impacts of the WiC on identity and belonging, and the challenge of sustainability. The results were coded using a hybrid of grounded and deductive coding and indicate that WiC groups offer various programs and events that enable women in CS to fully participate, learn, and grow. WiC represents an identity, a community, a safe space, and a journey. The results also suggest that the WiC has had positive impacts on students' identity and belonging, as evidenced by increased self‐efficacy, reduced imposter syndrome, and enhanced sense of belonging and community. Furthermore, we outline three strategies employed by the WiC to ensure the group's sustainability. Our study sheds light on how WiC can encourage women to enter and persist in CS, and on some of the characteristics of a successful WiC. We demonstrate that WiC may be potentially effective in diversifying CS through identity‐based participation. Moreover, student leaders design both the structure of the group and the leadership continuity process to ensure sustainability.

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Section: Discussionmentioning

confidence: 99%

Diversifying computer science: An examination of the potential influences of women‐in‐computing groups

Wu,

Uttal

2024

Science Education

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Critical Media Literacy in Teacher Education, Theory, and Practice

Share¹,

Mamikonyan²,

López³

2019

Oxford Research Encyclopedia of Education

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Democracy in the digital networked age of “fake news” and “alternative facts” requires new literacy skills and critical awareness to read, write, and use media and technology to empower civic participation and social transformation. Unfortunately, not many educators have been prepared to teach students how to think critically with and about the media and technology that engulf us. Across the globe there is a growing movement to develop media and information literacy curriculum (UNESCO) and train teachers in media education (e-Media Education Lab), but these attempts are limited and in danger of co-optation by the faster growing, better financed, and less critical education and information technology corporations. It is essential to develop a critical response to the new information communication technologies that are embedded in all aspects of society. The possibilities and limitations are vast for teaching educators to enter K-12 classrooms and teach their students to use various media, critically question all types of texts, challenge problematic representations, and create alternative messages. Through applying a critical media literacy framework that has evolved from cultural studies and critical pedagogy, students at all grade levels can learn to critically analyze the messages and create their own alternative media. The voices of teachers engaging in this work can provide pragmatic insight into the potential and challenges of putting the theory into practice in K-12 public schools.

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Real-Time Support: Using eCoaching to Increase Preservice Teachers’ Confidence to Teach

Blanton¹,

Cheek²,

Bellows³

2019

JMLE

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The role of teacher education preparation programs is to equip preservice teachers (PSTs) with the knowledge and skills to support the development of all students. To do this, university faculty must establish and monitor PSTs' progress toward quality standards for teaching. eCoaching is a professional learning strategy that provides real-time feedback to PSTs during instruction. In this article, the authors present an overview of eCoaching logistics, a description of eCoaching in action, and perceived impact of eCoaching on PSTs.

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Book Review: The Digital Youth Network: cultivating digital media citizenship in urban communities

Cited by 4 publications

References 6 publications

Diversifying computer science: An examination of the potential influences of women‐in‐computing groups

Diversifying computer science: An examination of the potential influences of women‐in‐computing groups

Critical Media Literacy in Teacher Education, Theory, and Practice

Real-Time Support: Using eCoaching to Increase Preservice Teachers’ Confidence to Teach

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