Introducing Offlineness: Theorizing (Digital) Literacy Engagements

Nelson, Elizabeth L.; Perry, Mia; Rogers, Theresa

doi:10.1177/1086296x19898003

Cited by 13 publications

(7 citation statements)

References 10 publications

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“…Proper parental supervision can be a productive intervention measure to boost responsible and secure Internet use in mobile devices such as smartphones. It is worth highlighting the pressing need to provide teenagers with instrumental skills to boost development of digital and media competences, and thus contribute to a more responsible use of smartphones [59].…”

Section: Discussionmentioning

confidence: 99%

Digital Newspapers’ Perspectives about Adolescents’ Smartphone Use

Lorenzo

Carrera

2021

Sustainability

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The growth of ICTs has led to a new socialization model and a continuous dynamic flow of communication and information, wherein smartphones have become very popular with teenagers. This paper investigates what teenagers use smartphones for and the related intervention measures published in digital newspapers. A qualitative methodology was used to analyze 362 news items published in 53 Spanish digital newspapers. The results and conclusions indicate that teenagers use smartphones mainly for recreational purposes and sparingly for educational ones. The published intervention measures are primarily aimed at stimulating citizens’ reflections on the subject, in order to improve proper smartphone use by teenagers.

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Section: Discussionmentioning

confidence: 99%

Digital Newspapers’ Perspectives about Adolescents’ Smartphone Use

Lorenzo

Carrera

2021

Sustainability

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“…In this research, we started to see what post-digital lives might look like, as youth moved across and in and out of spaces easily. We realized that for the young people there was no offline or online and some of us have written about this elsewhere (Nelson et al, 2020). In a post-digital age, people (at least those with digital access) are not really online or offline either (Jandrić, 2019), at least in the sense conceived in the late 20th/early 21st century in discussions of digital natives and digital immigrants.…”

Section: Theoretical Influences and Methodological Intentionsmentioning

confidence: 99%

Imagining research together and working across divides: Arts-informed research about young people’s (post) digital lives

Collier

Perry

2021

Qualitative Research

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Research that ‘grows apart’ from its original design and proposal is not uncommon, especially when involving participatory and creative methods. However, the disconnect between research intentions and research realization is seldom probed for the insights offered; this paper addresses this gap. Taking up the conceptual lens of research imaginaries, this paper dives into the tensions and discoveries experienced in between the design and the practice of a multi-site participatory research project. The study involved two groups of young people, in two cities in two countries, with a focus on digital lives. In a commitment to collaboration with artists, senior researchers, research assistants, and young people in community spaces, a complex project emerged. This paper describes the tensions and possibilities of an emergent methodology and in doing so argues for increased attention to the movement of research designs; rather than the adherence to them.

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“…In this light, we call for scholars and educators to seek out and acknowledge the drama and cultural production that occurs in and around all literacy education contexts. The shifting nature and role of performance and play that emerges in spaces such as YouTube and social media fora is one example (Nelson et al, 2020; Peters and Seier, 2009). Creative engagements with media (Collier, 2015), out of school (Vasudevan et al, 2014) and cultural practices (Bartlett, 2008) are additional areas that can contribute, enrich and be enriched by, a commitment to reading relationally with drama.…”

Section: Drama and Reading Across Time Place And Perspectivementioning

confidence: 99%

Reading with drama: relations between texts, readers and experiences

et al. 2021

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This article explores the intersections of drama and reading, specifically focusing on approaches that are situated within “drama in education.” Supported with a retrospective analysis, this article portrays the research, related practice and possible futures in drama education in relation to literacy and in particular to reading fiction as meaning making practice. This study is situated in a reassertion of the value of relational literacies through imaginative practices that dramatic modes generate and support. The article disrupts common misconceptions about the purposes and effects of drama in reading and establishes prominent research discourses and definitions across the history of drama and reading practices. By locating paradigmatic and practical opportunities in our analysis of contemporary research, we bring visibility to the intricacies of drama in education as a generative pedagogy in reading as relational meaning making work.

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Introducing Offlineness: Theorizing (Digital) Literacy Engagements

Cited by 13 publications

References 10 publications

Digital Newspapers’ Perspectives about Adolescents’ Smartphone Use

Digital Newspapers’ Perspectives about Adolescents’ Smartphone Use

Imagining research together and working across divides: Arts-informed research about young people’s (post) digital lives

Reading with drama: relations between texts, readers and experiences

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