Introduction

Watkins, S. Craig

doi:10.18574/nyu/9781479888788.003.0005

Cited by 12 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This important observation is in keeping with recent research undertaking critical race examinations of the differential deployment of digital media in schools that can perpetuate historical inequities without intentional evaluation and resistance (Benjamin, 2019; Dixon-Román et al, 2020; Nichols & Dixon-Román, in press; cf. Reich & Ito, 2017; Watkins, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…For example, educational technologies have become intertwined with accountability movements, standardized testing, and deficit-oriented views of educators toward students and their communities, perpetuating the ongoing exclusion of student identities and abilities from classrooms (Margolis, 2017). The pedagogical approaches that expose marginalized students to simplified and belittling remedial curricula have merely been digitized, further entrenching these issues in the educational landscape (Watkins, 2018) and raising concerns about how educational technologies are implemented and framed in schools (Heinrich et al, 2020). And although the digital divide is very real, it has often been used to frame marginalized communities, especially African Americans, from a deficit perspective (e.g., Brock et al, 2010; Lewis Ellison & Solomon, 2019) and justify reforms that prioritize investment in educational technologies at the expense of other crucial areas (Cuban, 2001; Greene, 2021; van Dijck, 2021).…”

Section: An Ecological Framework For Examining Writing and Platformiz...mentioning

confidence: 99%

See 1 more Smart Citation

The Platformization of Writing Instruction: Considering Educational Equity in New Learning Ecologies

Stornaiuolo,

Higgs,

Nichols

et al. 2023

Review of Research in Education

View full text Add to dashboard Cite

This chapter provides a systematic review of research published between 2006 and 2022 on the use of artificial intelligence (AI) platforms in writing instruction. We theorize writing and platforms as complex ecologies, investigating the interplay of their relations and implications for educational equity. Our findings suggested three functional categories of AI platforms in writing instruction (assistive, assessment, and authentication) and a focus on the technical dimensions of platforms and their intersections with the cognitive dimensions of writing. Finally, we found a focus on equity notably absent from our corpus. Taken together, these findings suggest an agenda for equity-oriented research and pedagogy that confronts aspects of platform and writing environments that have, to date, been omitted from the empirical record.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: An Ecological Framework For Examining Writing and Platformiz...mentioning

confidence: 99%

The Platformization of Writing Instruction: Considering Educational Equity in New Learning Ecologies

Stornaiuolo,

Higgs,

Nichols

et al. 2023

Review of Research in Education

View full text Add to dashboard Cite

show abstract

Personal but Not Private

Duguay¹

2022

View full text Add to dashboard Cite

Personal but Not Private is about how people put themselves out there on social media despite the challenges of negotiating overlapping and unknown audiences within platforms’ technological, social, economic, and political contexts. Focusing on queer women’s use of mobile apps, the book develops the concept of identity modulation: the processes through which people and platforms modulate—adjust or modify—personal and intimate information. Through qualitative digital and traditional research methods, identity modulation is investigated in queer women’s use of Tinder, a dating and hook-up app; Instagram, a photo- and video-sharing app; and Vine, an app that enjoyed a brief stint of popularity for its short, looping videos. Across these apps, identity modulation involves users and platforms shaping particular dynamics of personal identifiability, reach, and salience in relation to self-representations. Tinder intensifies personal identifiability by importing profile information from other platforms. Instagram and Vine are configured to extend users’ reach through attention-grabbing media formats while Vine, in particular, facilitated salient expressions of sexuality and identity statements. Queer women responded to these affordances, making the apps work for their aims of forming relationships, increasing their social and economic participation, and countering intersecting forms of oppression. However, platform designs, business models, and governance approaches placed limitations on these women’s agency in their identity modulation. These findings point to the need for sociotechnical changes that give individuals greater control over identity modulation as a means to fully realize its world-making potential.

show abstract

Copyright Page

2022

Personal but Not Private

View full text Add to dashboard Cite

Introduction

Cited by 12 publications

References 0 publications

The Platformization of Writing Instruction: Considering Educational Equity in New Learning Ecologies

The Platformization of Writing Instruction: Considering Educational Equity in New Learning Ecologies

Personal but Not Private

Copyright Page

Contact Info

Product

Resources

About