http://digitallearning.macfound.org/site/apps/nlnet/content2.aspx?c= enJLKQNlFiG&b=2108773&content_id={CD911571-0240-4714-A93B-1D0C07C7B6C1}¬oc=1
Pendergast argues that literacy has been constructed as white property
That means that
Does this also occur with the concept of digital literacy?
there is alot of discussion about the access to digital technologies which affects the learning of that type of literacy
Alot of the research done about minorities and access to technology is driven by their marketshare; that means by how much money they can spend; if alot of advertisements are moving onto the digital realm then that target consumer population needs to be reached; this is so that the companies selling can reach their buyers; this means that the type of research which is being done is geared for the businesses and for the type of strategies they should be using to get their market share; of course, they may not have alot of control; for example, ATT may not be willing to spend to get fiberoptic cable to communities which cannot pay for the services; but businesses want to lobby ATT to provide the cable to they can push their advertisement to those so that population can access the ads; so the companies will make deals with ATT to get that population (unless of course the population doens’t have alot of money and wouldn’t be able to buy the services in the first place); these people are interested int he consumer and not necessarily making the population become the producer
which may be one of the reasons why digital TV is being pushed so hard; everyone gets TV, even the poorest households
Other research has to do with technology and education; how does the technology access affect the access to education; in a sense this is digital literacy
if the people do not have access to the technology and to the web, then they will be at a disadvantage to many of the services which are provided online; so many of the support services; the additional instruction; the just in time help for the learning tohappen is not happening; they cannot get online for that
many teachers are beginning to design the course with the expectation that the students do have access; that is not necessarily the case; so that makes the student be at a disadvantage
so the digital technology; access to the web becomes property which is linked with literacy; just as having books is property which is linked to literacy; having the books makes kids become better readers; having access to the web makes kids better consumers/producers of text; in essence, makes them more literate
so even though the research and the political climate has pushed to get technology in schools, who is getting the technology and the type of technology they are getting, the way in which the technology is being put to use is all part of the literacy as white property; who gets to be a consumer, who gets to be a producer; what type of consumer one becomes, etc.
one is more empowered and can ultimately take control and the other is always at a disadvantage
WHAT DOES THIS MEAN IN THE LONG RUN?
this can affect policy decisions
this can affect pedagogical decisions
this can affect funding decisions
this can affect research agendas
WHAT CAN I LOOK AT FOR MY STUDY?
studies and their designs
studies and their findings
policy decisions
how technology is implemented in schools
discourse of distance education
WE MUST GO BEYOND THE ISSUE OF ACCESS to what our concern for access tells us; and what that focus may be blinding us to
The parallels between the problem with identity, which has
been identified in cultural studies, and the problem with anonymity, which
has been identified here – that both are too fixed to recognize the
fragmentation, temporality and contingency of the experiencing subject – suggest that, like cultural studies, internet identity research could benefit
from considering whether there are other conceptual tools which could be
effectively mobilized more, which acknowledge, for example, the distinction
between being and feeling in internet identities, concepts like identification,
affect, ‘as-if ’ and becoming.
While some academics have identified that terms such as ‘anonymity’ are
too simplistic for understanding internet identities (for example, Åkesson,
2001; Baym, 1998) and others have stressed the importance of looking at
contexts (for example, Hine, 2001; Kendall, 1999), very few internet
identity researchers have engaged with contemporary cultural studies debates
about identity. Even fewer have brought all three together, and I propose
that this is what is needed now – for future research to move beyond
anonymity, look at contexts and engage with and learn from the theoretical work that is taking place within cultural studies.
such as affect, identification, nomadic practice,
‘as-if ’ and becoming, might open up new insights and allow for new
conceptual developments within internet identity research in particular, and
new media research in general.
The first is to reflect on how research is conceived and whether
identity remains a useful and illuminating starting point for new media
research. The second is to reflect on the way that empirical material is
analysed and consider whether the alternative notions identified here
provide new methodological and analytical tools, as well as conceptual ones.
Migrant students can use media
–to empower themselves
–to demonstrate how their new identities are a hybrid of old and new
–reflect their cultural (new and old culture) gender norms