Getting It Together: Relational Habitus in the Emergence of Digital Literacies

Autor/inn/en	Underwood, Charles; Parker, Leann; Stone, Lynda
Titel	Getting It Together: Relational Habitus in the Emergence of Digital Literacies
Quelle	In: Learning, Media and Technology, 38 (2013) 4, S.478-494 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2013.770403
Schlagwörter	After School Programs; Computer Literacy; Informal Education; School Community Programs; College School Cooperation; Partnerships in Education; Computer Uses in Education; Disadvantaged Youth; Elementary School Students; Undergraduate Students; Cognitive Processes; Ethnography; Interviews; Participant Observation; Cooperative Learning; Learning Activities; Grade 5; Program Effectiveness; California + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Computerkenntnisse; Informelle Bildung; Nichtformale Bildung; Hochschulpartnerschaft; Computernutzung; Benachteiligter Jugendlicher; Cognitive process; Kognitiver Prozess; Ethnografie; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Kooperatives Lernen; Lernaktivität; School year 05; 5. Schuljahr; Schuljahr 05; Kalifornien
Abstract	Digital literacies have fast become indispensable for productive engagement, competency, and citizenship in a rapidly changing world. After-school programs represent an important venue where many young people can develop a mastery of digital literacies, encompassing both the creative and responsible use of a broad range of new media. This paper discusses relational habitus (the configuration of self, tools, tasks, and others in a specific activity) in the development of digital literacies among youth in a network of after-school programs called University-Community Links (UC Links). A collaborative effort among university and local community partners throughout California, UC Links provides informal learning activities that enable underserved K-12 youth to develop their digital literacies. After presenting UC Links' approach to informal learning after school, we offer a cognitive ethnography, describing how a distinctive relational habitus configures the links among self, tools, tasks, and others in informal digital activities at one UC Links site in Sacramento, CA. We suggest how this relational habitus informs collaborative activities among university and K-12 students to provide a cognitive platform for an agentive engagement with various new media tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10