• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Computers and Composition >Exploring the Digital Divide on the U.S.-Mexico Border Through Literacy Narratives
【24h】

Exploring the Digital Divide on the U.S.-Mexico Border Through Literacy Narratives

机译：通过识字叙事探索美墨边境的数字鸿沟

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Building upon the work of Scenters-Zapico's (2010) Generaciones, this article examines the digital literacy development and practices of two students passing through three different educational institutions on the U.S.-Mexico border. The author makes the argument that literacy narratives such as the ones shared here are vital for complementing the work done by broader quantitative studies on the digital divide, as they document differences that may be otherwise overlooked. In exploring the very different narratives of two students transitioning through high school and into a two-year college or four-year university, this article complicates understandings of the digital divide by exploring technological divides between educational institutions and the role that gateways, external sponsors, and self-sponsorship play in students' technological literacy development, especially when confronted with limitations on access. The discussion and findings have implications for writing program administrators as well as composition teachers and researchers, including those teaching in online environments.
机译：本文以Scenters-Zapico（2010）Generaciones的工作为基础，考察了两名学生在美国-墨西哥边境经过三个不同的教育机构时的数字素养发展和实践。作者提出这样的论点，即像文中所述的读写叙事对于补充对数字鸿沟的更广泛的定量研究所做的工作至关重要，因为它们记录了可能被忽略的差异。在探讨两个从高中过渡到两年制大学或四年制大学的学生的截然不同的叙述时，本文通过探讨教育机构之间的技术鸿沟以及门户，外部赞助商，和自我赞助会影响学生的技术素养发展，尤其是在面对获取限制时。讨论和发现对编写程序管理员以及写作教师和研究人员（包括那些在在线环境中进行教学的人员）具有影响。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号