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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010337900 | QA76.9.C64 B37 2014 | Open Access Book | Book | Searching... |
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Summary
Summary
An ambitious project to help economically disadvantaged students develop technical, creative, and analytical skills across a learning ecology that spans school, community, home, and online.
The popular image of the "digital native"--usually depicted as a technically savvy and digitally empowered teen--is based on the assumption that all young people are equally equipped to become innovators and entrepreneurs. Yet young people in low-income communities often lack access to the learning opportunities, tools, and collaborators (at school and elsewhere) that help digital natives develop the necessary expertise. This book describes one approach to address this disparity: the Digital Youth Network (DYN), an ambitious project to help economically disadvantaged middle-school students in Chicago develop technical, creative, and analytical skills across a learning ecology that spans school, community, home, and online.
The book reports findings from a pioneering mixed-method three-year study of DYN and how it nurtured imaginative production, expertise with digital media tools, and the propensity to share these creative capacities with others. Through DYN, students, despite differing interests and identities--the gamer, the poet, the activist--were able to find some aspect of DYN that engaged them individually and connected them to one another. Finally, the authors offer generative suggestions for designers of similar informal learning spaces.
Author Notes
Brigid Barron is Associate Professor of the Learning Sciences in Stanford University's School of Education and directs the YouthLAB research group. Kimberley Gomez is Associate Professor in the Graduate School of Education and Information Studies at UCLA. Nichole Pinkard is Associate Professor of Interactive Media, Human Computer Interaction, and Education in the School of Cinema and Interactive Media at DePaul University and founder of the Digital Youth Network. Caitlin K. Martin is Project Manager and a senior researcher in the YouthLAB group at Stanford University.
Table of Contents
Series Foreword | p. vii |
Acknowledgements | p. ix |
Notes On the Text and Figures | p. xi |
Introduction: the Digital Media Landscape | p. 1 |
I Bridging Divides By Design: Defining A Research Agenda | p. 15 |
1 The Digital Youth Network Learning Model | p. 17 |
2 Documenting Pathways to Digital Media Production Through Longitudinal and Multisetting Research Methods | p. 41 |
II Findings From the Field: Catalysts, Challenges, and Sources of Variability | p. 55 |
3 Professional Development Remixed: Engaging Artists as Mentors and Teachers | p. 57 |
Case Narrative a Introducing the Nine Focal Case Learners | p. 87 |
4 Stepping Into Production: Seeding Creative Project Work | p. 97 |
Case Narrative B Calvin: Focusing in on a Future in Engineering | p. 117 |
5 "Be A Voice, Not an Echo": Supporting Identities As Digital Media Citizens | p. 131 |
Case Narrative C Maurice: Creating for Social Change | p. 157 |
6 Appropriating the Process: Creative Production within Informal Interactions and Across Settings | p. 167 |
Case Narrative D Ruby: Stepping into the Spotlight | p. 191 |
7 Patterns of Engagement: How Depth of Experience Matters | p. 203 |
Case Narrative E Michael: Navigating Individual Pursuits | p. 237 |
8 Challenges and Opportunities of Developing Digital Media Citizens | p. 249 |
III Looking Ahead: Implications For Design Research | p. 271 |
9 Creative Learning Ecologies by Design: Insights from the Digital Youth Network | p. 273 |
10 Advancing Research On the Dynamics of Interest-Driven Learning | p. 285 |
11 Scaling Up | p. 297 |
Notes | p. 309 |
References | p. 313 |
Index | p. 325 |