How does the digital divide affect the teaching and learning of
historically underrepresented students? Many schools and programs
in low-income neighborhoods lack access to the technological
resources, including equipment and Internet service, that those in
middle- and upper-income neighborhoods have at their fingertips.
This inequity creates a persistent digital divide-not a simple
divide in access to technology per se, but a divide in both formal
and informal digital literacy that further marginalizes youths from
low-income, minoritized, and first-generation communities.
Diversifying Digital Learning outlines the pervasive problems that
exist with ensuring digital equity and identifies successful
strategies to tackle the issue. Bringing together top scholars to
discuss how digital equity in education might become a key goal in
American education, this book is structured to provide a framework
for understanding how historically underrepresented students most
effectively engage with technology-and how institutions may help or
hinder students' ability to develop and capitalize on digital
literacies. This book will appeal to readers who are well versed in
the diverse uses of social media and technologies, as well as less
technologically savvy educators and policy analysts in educational
organizations such as schools, afterschool programs, colleges, and
universities. Addressing the intersection of digital media,
race/ethnicity, and socioeconomic class in a frank manner, the
lessons within this compelling work will help educators enable
students in grades K-12, as well as in postsecondary institutions,
to participate in a rapidly changing world framed by shifting new
media technologies. Contributors: Young Whan Choi, Zoe B. Corwin,
Christina Evans, Julie Flapan, Joanna Goode, Erica Hodgin, Joseph
Kahne, Suneal Kolluri, Lynette Kvasny, David J. Leonard, Jane
Margolis, Crystle Martin, Safiya Umoja Noble, Amanda Ochsner, Fay
Cobb Payton, Antar A. Tichavakunda, William G. Tierney, S. Craig
Watkins
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