Children's Digital Literacy Practices in Unequal South African Settings

Autor/inn/en	Lemphane, Polo; Prinsloo, Mastin
Titel	Children's Digital Literacy Practices in Unequal South African Settings
Quelle	In: Journal of Multilingual and Multicultural Development, 35 (2014) 7, S.738-753 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2014.908894
Schlagwörter	Foreign Countries; Technological Literacy; Suburbs; Middle Class; Urban Areas; Low Income; Social Class; Social Differences; Self Concept; Semiotics; Disadvantaged; Video Games; African Languages; Native Language; English; Indo European Languages; Case Studies; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Ausland; Technisches Wissen; Einzugsbereich; Mittelschicht; Urban area; Stadtregion; Niedriglohn; Social classes; Soziale Klasse; Sozialer Unterschied; Selbstkonzept; Semiotik; Video game; Videospiel; Videospiele; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English language; Englisch; Indoeuropäisch; Case study; Fallstudie; Case Study
Abstract	Contemporary movements of people and resources across rural and urban settings, city locales and national and regional borders produce challenges for familiar ways of studying languages as located and stable systems and of literacies as standardised ways of reading and writing texts. This study contrasts children's digital communicative literacy practices in two homes in Cape Town, South Africa, showing major differences between how suburban middle-class children, on one hand, and urban township children encounter and engage with digital resources at home. Drawing on an understanding of new media as placed resources which operate in specific ways in particular contexts, this study shows these children as material, social and cognitive "sites" where linguistic and sociopolitical norms are engaged with, absorbed and enacted. Rather than democratising resources, this research shows digital media as at least partially complicit in a "widening of the gap" to the extent that the differential uses and availability of resources across social classes produce different imaginings of self, social ambitions and investments, and differing ways with social semiotics. Such differences translate into and contribute to the maintenance of social inequalities in school settings that coincide with language and social class divides. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10