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The college application process-which entails multiple forms,
essays, test scores, and deadlines-can be intimidating. For
students without substantial school and family support, the
complexity of this process can become a barrier to access. William
G. Tierney, Tracy Fullerton, and their teams at the University of
Southern California approach this challenge innovatively. Using the
tools of online games and social media, they have developed ways to
make applying for college much less intimidating. While the vast
majority of college students use social media and gaming in their
everyday lives, colleges and universities have been slow to
recognize and harness the power of either. Postsecondary Play
explores the significance of games and social media in higher
education, and particularly how they can be used to attract,
retain, educate, and socialize students. Tierney, a past president
of the American Educational Research Association, has gathered some
of the best research on the emerging role of games and social media
in the classroom and how these tools can boost student confidence
and increase college access. Scholars writing from a wide variety
of disciplines-college access, social media, game studies, and
learning sciences-provide concrete examples to illustrate the new
and complex ways in which students learn in response to social
media and games. Tierney and the contributors find that, although
games can be powerful tools for encouraging underserved students,
quality game design and mastering the concept of play-the ability
to develop skills while engaging in the game-are essential in the
effective use of serious games in teaching and learning.
Summarizing a decade of research in game design and learning,
Postsecondary Play will appeal to higher education scholars and
students of learning, online gaming, education, and the media.
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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