Literaturnachweis - Detailanzeige
| Autor/in | Hagge, Julia |
|---|---|
| Titel | Viral Affirmation as Pressure to Perform: Exploring the Role of Affect in Participatory Culture |
| Quelle | In: Journal of Adolescent & Adult Literacy, 65 (2021) 1, S.17-25 (9 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1081-3004 |
| DOI | 10.1002/jaal.1166 |
| Schlagwörter | Secondary School Students; Adolescents; Females; Programming; Programming Languages; Student Behavior; Affective Behavior; Communities of Practice; Computer Mediated Communication |
| Abstract | As society becomes increasingly globalized and networked, online participatory cultures provide youth with experiences to foster dispositions and skills required to engage in virtual spaces. This 5-year longitudinal case study explores the role of affect in the composition practices of an adolescent girl in Scratch, an online programming community. The author applies affect theory to examine why a successful member in a participatory culture would suddenly leave the space where she found success. Findings from this study inform understanding of the role of affect in participatory cultures, including a perceived need to perform. The author provides considerations for literacy educators to foster skills and dispositions necessary for students to engage in sustainable literacy practices in participatory cultures. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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