This study uses articulation theory to frame how social actors and institutions in an urban commu... more This study uses articulation theory to frame how social actors and institutions in an urban community in Columbus, Ohio, form linkages and understandings about computer and information literacies. Using interviews with 33 key educators (e.g., principals, computer literacy teachers, library media specialists, district integration specialists), public librarians, and directors from local recreation and community centers, the results show not only how members of this community construct computer and information literacies but also how the participants support these literacies with available resources. Different structural and cultural barriers and opportunities are identified that impact how computer and information literacies are articulated within this community.
This study uses articulation theory to frame how social actors and institutions in an urban commu... more This study uses articulation theory to frame how social actors and institutions in an urban community in Columbus, Ohio, form linkages and understandings about computer and information literacies. Using interviews with 33 key educators (e.g., principals, computer literacy teachers, library media specialists, district integration specialists), public librarians, and directors from local recreation and community centers, the results show not only how members of this community construct computer and information literacies but also how the participants support these literacies with available resources. Different structural and cultural barriers and opportunities are identified that impact how computer and information literacies are articulated within this community.
This study uses articulation theory to frame how social actors and institutions in an urban commu... more This study uses articulation theory to frame how social actors and institutions in an urban community in Columbus, Ohio, form linkages and understandings about computer and information literacies. Using interviews with 33 key educators (e.g., principals, computer literacy teachers, library media specialists, district integration specialists), public librarians, and directors from local recreation and community centers, the results show not only how members of this community construct computer and information literacies but also how the participants support these literacies with available resources. Different structural and cultural barriers and opportunities are identified that impact how computer and information literacies are articulated within this community.
This qualitative ethnographic study examines five American teenagers ‟ historical and current dig... more This qualitative ethnographic study examines five American teenagers ‟ historical and current digitally-mediated multiliteracy practices within digital popular culture. The participants included three male and two female students of a private high school in the Midwestern United States. The study is framed by the notion that literacy is a socially, culturally, and historically situated discursive construct rather than a purely individualized cognitive endeavor. This social constructivist theory of literacy emphasizes the social conditions necessary to navigate the economic, social, and political worlds of the 21st century. The purpose of the study was to explore the students ‟ multiliteracy practices that they enact through their activities within digital popular culture. Data collection methods included synchronous interviews facilitated by video conferencing tools as well as observation of the participants ‟ online activities and member checks conducted via email and instant messa...
This study uses articulation theory to frame how social actors and institutions in an urban commu... more This study uses articulation theory to frame how social actors and institutions in an urban community in Columbus, Ohio, form linkages and understandings about computer and information literacies. Using interviews with 33 key educators (e.g., principals, computer literacy teachers, library media specialists, district integration specialists), public librarians, and directors from local recreation and community centers, the results show not only how members of this community construct computer and information literacies but also how the participants support these literacies with available resources. Different structural and cultural barriers and opportunities are identified that impact how computer and information literacies are articulated within this community.
This study uses articulation theory to frame how social actors and institutions in an urban commu... more This study uses articulation theory to frame how social actors and institutions in an urban community in Columbus, Ohio, form linkages and understandings about computer and information literacies. Using interviews with 33 key educators (e.g., principals, computer literacy teachers, library media specialists, district integration specialists), public librarians, and directors from local recreation and community centers, the results show not only how members of this community construct computer and information literacies but also how the participants support these literacies with available resources. Different structural and cultural barriers and opportunities are identified that impact how computer and information literacies are articulated within this community.
This study uses articulation theory to frame how social actors and institutions in an urban commu... more This study uses articulation theory to frame how social actors and institutions in an urban community in Columbus, Ohio, form linkages and understandings about computer and information literacies. Using interviews with 33 key educators (e.g., principals, computer literacy teachers, library media specialists, district integration specialists), public librarians, and directors from local recreation and community centers, the results show not only how members of this community construct computer and information literacies but also how the participants support these literacies with available resources. Different structural and cultural barriers and opportunities are identified that impact how computer and information literacies are articulated within this community.
This qualitative ethnographic study examines five American teenagers ‟ historical and current dig... more This qualitative ethnographic study examines five American teenagers ‟ historical and current digitally-mediated multiliteracy practices within digital popular culture. The participants included three male and two female students of a private high school in the Midwestern United States. The study is framed by the notion that literacy is a socially, culturally, and historically situated discursive construct rather than a purely individualized cognitive endeavor. This social constructivist theory of literacy emphasizes the social conditions necessary to navigate the economic, social, and political worlds of the 21st century. The purpose of the study was to explore the students ‟ multiliteracy practices that they enact through their activities within digital popular culture. Data collection methods included synchronous interviews facilitated by video conferencing tools as well as observation of the participants ‟ online activities and member checks conducted via email and instant messa...
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Papers by Fawn Winterwood