Adolescents' Digital Literacies in Flux: Intersections of Voice, Empowerment, and Practices

Autor/inn/en	Abrams, Sandra Schamroth; Schaefer, Mary Beth; Ness, Daniel
Titel	Adolescents' Digital Literacies in Flux: Intersections of Voice, Empowerment, and Practices
Quelle	In: Journal of Media Literacy Education, 11 (2019) 2, S.79-94 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8715
Schlagwörter	Adolescents; Adolescent Attitudes; Participatory Research; Media Literacy; Parents; Self Concept; Information Literacy; Parent Child Relationship; Middle School Students; High School Students; Influence of Technology; Adolescent Development; Researchers; Student Empowerment + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Forschungstätigkeit; Media skills; Medie competence; Medienkompetenz; Eltern; Selbstkonzept; Informationskompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Researcher; Forscher; Studienberechtigung
Abstract	This article features a collaborative autoethnographic examination of three adolescent-researchers' digital literacies. The participatory design punctuates the role of the adolescent-researchers as they explored their meaning-making practices. Such collaborative research, which included three adolescents and their parents, not only resurfaces parent-inquiry, but also brings the adolescent-researcher voice to the forefront of literacy research. Two research questions guided the investigation: (a) What do adolescent-researchers tell us about their digital and nondigital literacy practices? and (b) In what ways do adolescent-researchers' retrospective examinations of their own practices reveal their perspectives of these practices and the power (and power struggles) that underlie them? The research team engaged in two rounds of coding, embracing first dramaturgical coding and then versus coding. Results suggested that Perspective/Attitude was the most prevalent attribute in the adolescent-researchers' discourse. Moreover, versus coding revealed strong relationships between "then versus now." Overall, the voices of the adolescent-researchers offer ongoing authenticity to discussions of their practices, creating continued opportunities to rethink the implications and applications of digital and nondigital practices in adolescents' lives. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06