Counter-Storytelling vs. Deficit Thinking around African American Children and Families, Digital Literacies, Race, and the Digital Divide

Ellison, Tisha Lewis; Solomon, Marva

doi:10.58680/rte201930035

Cited by 28 publications

(2 citation statements)

References 39 publications

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“…The pedagogical approaches that expose marginalized students to simplified and belittling remedial curricula have merely been digitized, further entrenching these issues in the educational landscape (Watkins, 2018) and raising concerns about how educational technologies are implemented and framed in schools (Heinrich et al, 2020). And although the digital divide is very real, it has often been used to frame marginalized communities, especially African Americans, from a deficit perspective (e.g., Brock et al, 2010; Lewis Ellison & Solomon, 2019) and justify reforms that prioritize investment in educational technologies at the expense of other crucial areas (Cuban, 2001; Greene, 2021; van Dijck, 2021). Amid these complexities, we suggest that ecological orientations to studying AI platforms in writing instruction can center educational equity in research and surface these intersecting, dynamic relations between writing and platforms in teaching and learning contexts.…”

Section: An Ecological Framework For Examining Writing and Platformiz...mentioning

confidence: 99%

The Platformization of Writing Instruction: Considering Educational Equity in New Learning Ecologies

Stornaiuolo,

Higgs,

Nichols

et al. 2023

Review of Research in Education

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This chapter provides a systematic review of research published between 2006 and 2022 on the use of artificial intelligence (AI) platforms in writing instruction. We theorize writing and platforms as complex ecologies, investigating the interplay of their relations and implications for educational equity. Our findings suggested three functional categories of AI platforms in writing instruction (assistive, assessment, and authentication) and a focus on the technical dimensions of platforms and their intersections with the cognitive dimensions of writing. Finally, we found a focus on equity notably absent from our corpus. Taken together, these findings suggest an agenda for equity-oriented research and pedagogy that confronts aspects of platform and writing environments that have, to date, been omitted from the empirical record.

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Section: An Ecological Framework For Examining Writing and Platformiz...mentioning

confidence: 99%

The Platformization of Writing Instruction: Considering Educational Equity in New Learning Ecologies

Stornaiuolo,

Higgs,

Nichols

et al. 2023

Review of Research in Education

View full text Add to dashboard Cite

show abstract

“…In addition, search engines such as Google and the algorithms add to the perpetuation of how systemic racism is reflected throughout digital technologies. More specifically, whenever the term "digital divide" is mentioned, the algorithms have been known to display images of only Black and Brown students that reveal how deficit and racist ideologies and biases contain within themselves similar oppressive structures that dehumanize Black people (Benjamin, 2019; Lewis Ellison & Solomon, 2019;Noble, 2010).…”

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confidence: 99%

Normalizing Black Students/Youth and their Families' Digital and STEAM Literacies

Ellison¹

2023

The Reading Teacher

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Due to the paucity of research that focuses on the digital and STEAM literacy practices of Black students and youth and their families in home and community spaces, this article acts as a call for awareness to understand the already‐existing digital practices that acknowledges and honors their racial, cultural, and social lives. Lewis Ellison addresses four primary questions that K‐12 teachers must be aware of concerning Black parents, students and youth in digital and STEM spaces: Why are Black Students’/ Youth and Families’ Digital Literacy Practices important? What can we learn from Black Parents’ Narratives about their Children's Digital and STEAM Literacies? What do Black Students/Youth Wish their Teachers Knew about Them? What Should Digital and STEM Literacy Practices Look Like for Black Students/Youth? These questions are important when thinking about Black students’ and youth's digital literacy learning and proficiencies because as the education and political world keeps changing, they need digital literacy skills for every area of their lives. Once we understand the roles we play in centering their lives and practices, then we can advance teacher education, and then we can begin a discussion to normalize Black students and their families’ digital and STEAM literacies and practices.

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Digital Divide and Youth Development in the Early Twenty-First Century

Roy

Kuo-Hsun

Cheng

2023

The Palgrave Handbook of Global Social Problems

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Counter-Storytelling vs. Deficit Thinking around African American Children and Families, Digital Literacies, Race, and the Digital Divide

Cited by 28 publications

References 39 publications

The Platformization of Writing Instruction: Considering Educational Equity in New Learning Ecologies

The Platformization of Writing Instruction: Considering Educational Equity in New Learning Ecologies

Normalizing Black Students/Youth and their Families' Digital and STEAM Literacies

Digital Divide and Youth Development in the Early Twenty-First Century

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