Expanding Notions of Digital Access: Parents' Negotiation of School-Based Technology Initiatives in New Immigrant Communities

Noguerón‐Liu, Silvia

doi:10.1080/10665684.2017.1395301

Cited by 21 publications

(17 citation statements)

References 12 publications

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“…Dynamic media and digital technologies used inside and outside of school, such as tablets (Marsh et al, 2020), emails (Aarsand and Bowden, 2019), photography (Clark, 2005), social media (Burnett and Merchant, 2011), online games (Gee, 2008), and digital toys (Wohlwend, 2009), have been garnering scholarly interest as means to represent, interact, make meaning beyond the traditional ways of communication, and bridge the home-school digital divide. Further, researchers have documented the potential of digital practices of racially, culturally, and linguistically marginalized families, promoting literacy learning (Lam, 2009) and academic content acquisition (Levinson and Barron, 2018), as well as reinforcing diverse digital media experiences (Siibak and Nevski, 2019), bridging intergenerational gaps (Elias and Lemish, 2008), and providing partnership opportunities between home and school (Machado-Casas et al, 2014; Noguerón-Liu, 2017).…”

Section: Contextmentioning

confidence: 99%

Encountering the world with voice search: A young immigrant and emergent bilingual child’s digital literacies

Yoon

2023

Journal of Early Childhood Literacy

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This article explores a 4-year-old recent immigrant and emergent bilingual child’s encounter with voice search technology to understand how assemblages among a young immigrant child, his voice, his family, digital technology, and materials create new possibilities for the understanding of ethnolinguistically marginalized children and families' literacies and digital literacies practices. Data in this article is taken from a larger ethnographic case study and drawn from the child’s home and the preschool classroom. Situated in critical posthumanist scholarship and vital materialism, I show that a child’s unbounded digital and media access and unpredictable encounters through his voice and crossing over languages take part in redistributing the hierarchy of bodies, performances, and productions. Finally, I suggest that understanding children’s use of voice search as one of their key ways of doing literacies and making meaning and noticing the unpredictable, intimate, and playful literacies can help us disrupt the traditional, assimilatory conceptualization of digital literacies.

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Section: Contextmentioning

confidence: 99%

Encountering the world with voice search: A young immigrant and emergent bilingual child’s digital literacies

Yoon

2023

Journal of Early Childhood Literacy

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“…Gonzales’s (2018) work demonstrates how Chicanx/Latinx translators leverage digital technologies to disseminate important information to Spanish‐speaking communities. And, Noguerón‐Liu’s (2017) research shows how Chicanx/Latinx youth and families participate in their sociopolitical worlds that extend across national boundaries through digital platforms. Finally, Benmayor’s (2012) work with Latinx undergraduates demonstrates the power of digital testimonio as a pedagogy that “expresses core epistemologies of [Latinx] Studies and involves a collaborative process of production and creation” (p. 510).…”

Section: Relevant Literature and Theoretical Frameworkmentioning

confidence: 99%

“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research

Ybarra

2021

Reading Research Quarterly

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This article highlights how Chicanx/Latinx youth draw on their lived realities as lenses to guide their inquiry and share their findings in a Youth Participatory Action Research project. In this project, youth collected testimonios from residents and staff within their migrant housing community to better understand histories of migration and community building. Drawing on a critical multimodal analysis framework which centers Chicanx/Latinx youth literacies and epistemologies, this article focuses on how youth drew on their community cultural knowledge and lived experiences in multimodal creation to bring attention to sociopolitical issues they cared about and impacted their community.A fter collecting oral and written testimonios from residents at Comunidad Miravalle, a migrant housing complex, youth researchers spread their data across a large table to collectively analyze the lived experiences of their community members. They highlighted excerpts of printed-out testimonios in different colored markers, cut up pieces of text, and made piles according to themes that emerged. During a break from this youth-driven data analysis, I posted a question on the dry-erase board that asked, "How is your interpretation of the data different than if someone else was looking at it?" In his journal response, David stated, "Because we have lived it and we studied all these things. " Similarly, Rolando's journal response read, "Because [the other person] is just reading it, not knowing […] all that the people that live here go through. " Through their writing, David and Rolando both highlighted the epistemological orientations Latinx youth bring to youth participatory action research (YPAR). Their words emphasized the knowledge and expertise that comes from living one's own reality and bringing that understanding to inquiry. Like David and Rolando, other youth in the group recognized the sensibilities they carried with them as assets to their research. They agreed that being members of Comunidad Miravalle offered them a unique perspective that others would not have when looking at the data. This knowledge is central to understanding how literacies are embodied, reflective of lived experiences, and leveraged by youth who are given the opportunity to participate in community research.Scholars have looked at the unique knowledge Chicanx/Latinx 1 youth bring with them to their literacy practices, especially how those literacies reflect the experiences of navigating racialized, gendered, sex-

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“…Página 11 de 21 para consumir, diseñar y compartir información en diferentes formatos, así como para colaborar y comunicarse de forma efectiva con las múltiples herramientas digitales basadas en protocolos de Internet (Gutiérrez et al, 2010;van Deursenn & van Dijk, 2011;Noguerón, 2017;Tirado et al, 2017).…”

Section: Alfabetización Computacionalunclassified

Alfabetización digital en la educación. Revisión sistemática de la producción científica en Scopus

Reyes

Martínez

2021

Red

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La incorporación de las tecnologías en los escenarios de interacción social ha propiciado cambios en la forma en la que las personas se comunican, aprenden y comparten información. En la educación, el acceso y la masificación de la infraestructura digital ha provocado la necesidad de conceptualizar y reconceptualizar desde diversas aristas el término alfabetización digital como una forma de comprender cuales son las habilidades que se necesitan para poder participar en un mundo hiperconectado. En este trabajo se realizó una revisión sistemática de la bibliografía relacionada con el tema utilizando la base de datos Scopus. Se elaboró un estudio diacrónico que examinó 138 artículos obtenidos a partir de los términos digital literacy, education y school. Se identificó una conceptualización temprana basada en la necesidad de incorporar habilidades para usar instrumentalmente las tecnologías, y una reconceptualización contemporánea en la que se supera la idea que dominar el hardware y software es suficiente para considerar a una persona digitalmente alfabetizada. Se concluye que, para hacer conceptualizaciones de alfabetización digital, necesariamente se deben considerar términos como alfabetización informacional, alfabetización computacional y alfabetización mediática, ya que sobre estos parámetros se articulan las nuevas alfabetizaciones basadas en la incorporación de las tecnologías en la educación. The incorporation of technologies in scenarios of social interaction has led to changes in the way in which people communicate, learn and share information. In education, access and massification of digital infrastructure has led to the need to conceptualize and reconceptualize the term digital literacy from various angles as a way of understanding what are the skills needed to participate in a hyperconnected world. In this work, a systematic review of the bibliography related to the topic was carried out using the Scopus database. A diachronic study was carried out that examined 138 articles obtained from the terms digital literacy, education and school. An early conceptualization based on the need to incorporate skills to use technologies instrumentally was identified, and a contemporary reconceptualization in which the idea that mastering hardware and software is enough to consider a person digitally literate is overcome. It is concluded that, in order to make digital literacy conceptualizations, terms such as information literacy, computer literacy and media literacy must necessarily be considered, since new literacies based on the incorporation of technologies in education are articulated on these parameters.

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Expanding Notions of Digital Access: Parents' Negotiation of School-Based Technology Initiatives in New Immigrant Communities

Cited by 21 publications

References 12 publications

Encountering the world with voice search: A young immigrant and emergent bilingual child’s digital literacies

Encountering the world with voice search: A young immigrant and emergent bilingual child’s digital literacies

“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research

Alfabetización digital en la educación. Revisión sistemática de la producción científica en Scopus

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