It has become popular in recent years to talk about 'identity' as an aspect of engagement with technology - in virtual environments, in games, in social media and in our increasingly digital world. But what do we mean by identity and how do our theories and assumptions about identity affect the kinds of questions we ask about its relationship to technology and learning? Constructing the Self in a Digital World takes up this question explicitly, bringing together authors working from different models of identity but all examining the role of technology in the learning and lives of children and youth.
Arvustused
"...a scholarly work aimed at serious students and professionals. The book is a compilation of eight scholarly essays and studies exploring the development of self-identity and is written by experts from across the globe with section commentaries by the two authors.... Not only is there much helpful information for the serious investigator, each chapter contains an extensive bibliography for additional resources.... Recommended..." --C. L. Tannahill, Eastern Connecticut State University, CHOICE
Muu info
This title examines the relationship between identity and technology in the learning and lives of young people.
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ix | |
| Series Foreword |
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xi | |
| Introduction: Connecting Conversations about Technology, Learning, and Identity |
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1 | (16) |
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Part I Authoring and Exploring Identity |
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Introduction Part I: Developmental Perspectives |
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17 | (9) |
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1 “r;This Is Me”r;: Digital Photo Journals and Young Children's Technologies of the Self |
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26 | (21) |
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2 Digital Storytelling and Authoring Identity |
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47 | (28) |
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3 Building Identities as Experts: Youth Learning in an Urban After-School Space |
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75 | (35) |
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Carol Cuthbertson Thompson |
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4 Positive Technological Development: The Multifaceted Nature of Youth Technology Use toward Improving Self and Society |
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110 | (29) |
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Part II Identities in Flux and in Play |
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Introduction Part II: Identities Unleashed |
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139 | (9) |
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5 “r;You Can Make Friends Easier on a Boy Face”r;: Identity Play and Learning in a Multiuser Virtual Environment |
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148 | (29) |
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6 Deleting the Male Gaze? Tech-Savvy Girls and New Femininities in Secondary School Classrooms |
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177 | (18) |
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7 Affiliation in the Enactment of Fan Identity: A Comparison of Virtual and Face-to-Face Settings |
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195 | (27) |
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8 Navigating Life as an Avatar: The Shifting Identities-in-Practice of a Girl Player in a Tween Virtual World |
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222 | (29) |
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| Index |
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251 | |
Cynthia Carter Ching is Associate Professor of Learning and Mind Sciences at the University of California, Davis. Her research focuses on how people across the lifespan and within particular sociohistorical contexts make meaning with and about the technologies in their lives. In 2007 she won the American Educational Research Association's Division C Jan Hawkins Early Career Award for Humanistic Research and Scholarship in Learning Technologies for her study of digital photo journals in early childhood education. She has also served as an Associate Editor at The Journal of the Learning Sciences. Her work has appeared in Teachers College Record, Urban Education, The Journal of the Learning Sciences, Computers and Education, Early Education and Development, and E-learning and Digital Media. She has previously worked at the University of Illinois, Urbana-Champaign and received her PhD from the University of California, Los Angeles. Brian Foley is Associate Professor of Secondary Education at California State University, Northridge. His research focuses on the use of the Internet to support learning communities for students and teachers and the use of visualization in science education. This work includes studying communities of teachers as well as students. He explores how students in informal online environments such as Whyville.net create and define their community. Working with science teachers, Foley helped develop the Computer Supported Collaborative Science program, a model of teaching that takes advantage of cloud computing to enable a more collaborative science classroom. Foley completed his PhD at the University of California, Berkeley and has worked at the Caltech Precollege Science Initiative and the University of California, Irvine.
