Marva Solomon

Angelo State University, College of Liberal & Fine Arts, Faculty Member

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Marva J. Solomon, Ph.D.Associate Professor of Teacher EducationDirector, Pearl of the Concho Writing ProjectAngelo State University

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Papers by Marva Solomon

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

Research in The Teaching of English, 2019

This article examines the ways African American children and their parents “story” themselves in ... more This article examines the ways African American children and their parents “story” themselves in relation to digital literacies, race, and the digital divide. Drawing from two interconnected qualitative, ethnographic research case studies about African American children’s and parents’ digital literacy practices, and using counter-storytelling as a theoretical framework and methodological tool, the authors share narratives that resist common deficit perceptions about these populations. Exploring counter-storytelling as a method, the authors asked: In what ways did two African American children and one parent “story” themselves or use counter-stories to talk about digital literacies, race, and the digital divide? This article refutes claims that the digital divide is a normalcy for African American families, and delivers new insights relevant to the fields of English education and literacy research. It directs researchers’ and teacher educators’ attention to how participants and stude...

The need for (digital) story: First graders using digital tools to tell stories

The purpose of this study was to explore the process and product of African American First Grader... more The purpose of this study was to explore the process and product of African American First Graders as they participated in digital storytelling. Of interest was the role digital tools played in the creation process. Eight participants participated in 18 study sessions during which they composed, recorded, and then shared their digital texts with their peers and at home. Data sources included classroom observations, parent and teacher questionnaires, participant pre and post interviews, field notes, video and audio tapes of sessions, and story screenshot captures and print outs. Study questions focused on the nature of the texts the student produced, the role of the digital in the creation process, and the meanings and purposes the participants had for the texts they produced. This study‘s findings challenge teachers to offer students authentic experiences with writing so that children can construct their own ideas and interests, their own writing personalities. Digital texts were a ...

“Why can't you just say,'It's cute'?” The Role of Audience in First Graders' Digital Storytelling

American first grader who joined me (part-time computer teacher and graduate student) in a three-... more

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

Research in the Teachingf of English, 2019

This article examines the ways African American children and their parents "story" themselves in ... more This article examines the ways African American children and their parents "story" themselves in relation to digital literacies, race, and the digital divide. Drawing from two interconnected qualitative, ethnographic research case studies about African American children's and parents' digital literacy practices, and using counter-storytelling as a theoretical framework and meth-odological tool, the authors share narratives that resist common deficit perceptions about these populations. Exploring counter-storytelling as a method, the authors asked: In what ways did two African American children and one parent "story" themselves or use counter-stories to talk about digital literacies, race, and the digital divide? This article refutes claims that the digital divide is a normalcy for African American families, and delivers new insights relevant to the fields of English education and literacy research. It directs researchers' and teacher educators' attention to how participants and students from minoritized communities "story" their experiences, and is designed to spark courageous and rigorous conversations that support African American children's and parents' digital literacy narratives.

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