Youth, Critical Literacies, and Civic Engagement

Rogers, Theresa; Winters, Kari-Lynn; Perry, Mia; LaMonde, Anne-Marie

doi:10.4324/9781315780481

Cited by 14 publications

(10 citation statements)

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“…News organizations have developed social media policies and best practices (SMBPs) for their journalists to follow when posting or sharing news stories on social media platforms (Associated Press, n.d.; Lawson-Borders, 2003; Rogers, 2014, n.d.a, n.d.b). These SMBPs include the following principles: always link directly to news content webpages; always identify your news affiliation; tailor language to help readers easily make sense of the news; use engaging language to connect with the audience using a short number of words; and include elements specific to the platform: hashtags for tweets, photos on Facebook, or links within emails. …”

Section: Literature Reviewmentioning

confidence: 99%

“…Research on how journalists promote stories via social media indicate that messages that are tailored for the particular audiences of each social platform are shared more often on social networking sites (Associate Press, n.d.; Rogers, 2014). Automated sharing tools encourage user sharing by providing already written Tweets or Facebook posts, with included links, that a user can easily share on his or her social media page.…”

Section: Literature Reviewmentioning

confidence: 99%

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From a Friend: You’ve Got to Watch This!

Ware

2017

Electronic News

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Social sharing of news content through Twitter, Facebook, email, and other platforms is increasingly important to local television (TV) news stations. This article presents the results of a longitudinal content analysis of the prevalence and design of the automated social sharing tools presented next to timely, local news content on TV news websites between 2010 and 2015. While 93% of news websites now contain automated social sharing icons, approximately 36% of the social shares from these tools contain incorrect information or lead back to different content altogether. While social sharing options have increased since 2010, automated messages shared with the links, and link accuracy rates, remain relatively unchanged. As readers’ social sharing of news stories becomes more important to the TV news industry’s penetration into social media platforms, it is increasingly crucial to study these automated social tools and how they can serve as unintentional gatekeepers by sharing the wrong information.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

From a Friend: You’ve Got to Watch This!

Ware

2017

Electronic News

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“…Combined with digital affordances, activism can entail supporting platforms that contribute to a world with fewer walls and without the jurisdictional constraints that often censor or immobilize “other.” As T. Rogers, Winters, Perry, and LaMonde (2015) have demonstrated, various digital media can be used as a means for youth who might be disenfranchised to speak out about societal issues, including matters of their identity.…”

Section: Pursuing Dimensions Of Global Meaning Makingmentioning

confidence: 99%

“…Rogers, Winters, Perry, and LaMonde (2015) have demonstrated, various digital media can be used as a means for youth who might be disenfranchised to speak out about societal issues, including matters of their identity. As Rogers et al (2015) describe, the enlistment of digital resources supported “expressions of resistance to the inheritance of the broken promises of democratic citizenship and their ability to imagine new possibilities of public engagement” (p. 2). The youth they observed were involved in “juxtaposing .…”

Section: Pursuing Dimensions Of Global Meaning Makingmentioning

confidence: 99%

Toward a Model of Global Meaning Making

Tierney

2018

Journal of Literacy Research

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Drawing upon tenets of critical theory, cultural capital, global epistemologies, decolonization, Indigenous ways of knowing, mobility and translanguaging, ethics, and global citizenship, this article proposes a model of cross-cultural meaning making and worldly reading as a foundation for global epistemological eclecticism in our research and pedagogical pursuits. The imaginary represents an aspirational model in the interest of decolonizing and supporting “other”—notably confronting western exclusivity and racism and mobilizing epistemologies of southern scholars and Indigenous communities.

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“…Fortunately, this work is already underway in community-based projects. Many of these are contemporary versions of Deweyian "projects" (1907/2012)-using digital tools for community engagement and activism (e.g., Rogers, Winters, Perry, & LaMonde, 2015;Sanford, Rogers, & Kendrick, 2014), through the use of digital resources for intergenerational and intercultural exchange (e.g., Poitras-Pratt, in press/2018) and through larger scale curriculum reform that focuses on the use of digital resources in purposive, real world, "rich tasks" for students. 8 In these studies, teachers and students are using digital technologies for (1) solving and addressing local political, social, and environmental problems; (2) mobilizing cultural resources to connect and engage with their communities and their histories, their Elders and younger generations, their peers, and with distant cultures that they might otherwise not have contact with; and (3) the practice of active and engaged citizenship, participation in community projects, and social movements and action.…”

Section: What Is To Be Done?mentioning

confidence: 99%

Digital Ethics Now

Luke¹

2018

L & L

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relationships and reshape the arts and sciences notwithstanding, digital media are amplifiers of the best and the worst, the sublime and the mundane, the significant and the most trivial elements of human behaviour, knowledge, and interaction. How could it be any other way? It is all here online-statements, images, sounds; acts of hatred and love, war and peace, bullying and courtship, truth and lies, violence and care, and oppression and liberation-and in every possible third or fourth space, in ever proliferating redundancy, cut through with noise and clutter.How we can enlist and harness these media to learn to live together in diversity, mutual respect, and difference-addressing complex social, economic, and environmental problems while building convivial and welcoming, just and life-sustaining communities and societies-is the key educational problem facing this generation of young people and their teachers. This is an ethical vision and an ethical challenge.Many school systems are in shock and denial over this turn of events, especially given the historic use of print textbooks as a practical and effective means for defining and controlling what might count as official knowledge for children and youth. Schools have responded with a patchwork of rules governing what kids can and cannot do in their online exchanges and communications. These emerge in a reactionary and agglomerative way, often in response to incidents of abusive, illegal, or symbolically violent online acts, or to events whose origins are attributed to online actions-from suicides to gun violence to pedophilia. Schools work from a mix of regional and district-level policies that include constraints on hardware access, proprietary lockout and surveillance systems, privacy and intellectual property regulations, and school-level codes and class rules on everything from texting and screen time to plagiarism and copying from internet sources. These sit alongside home-based restrictions (or freedoms) on time, access, and use in those families that can afford mobile and online devices. This is complicated by increasing law enforcement efforts to prevent the online recruitment, exploitation, and indoctrination of youth by terrorist groups, financial scammers, and criminal organisations. In this thicket of overlapping systems of surveillance, unmediated exchange by youth and children would appear to be the exception rather than the rule (Boyd, 2015). Taken together, the digital strategies of large public education systems in North America, the Asia Pacific, and Europe appear to be at best post hoc and piecemeal-motivated by genuine concern and real problems, but typically lacking stated ethical foundations and working within prevailing neoliberal policy frameworks (the latter of which have eschewed engagement with educational philosophy and ethics more generally). This underlines what has become a significant (meta) ethical dilemma in itself-that the policy push for teaching through and about educational technology presents itself as ethically and poli...

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Youth, Critical Literacies, and Civic Engagement

Cited by 14 publications

References 0 publications

From a Friend: You’ve Got to Watch This!

From a Friend: You’ve Got to Watch This!

Toward a Model of Global Meaning Making

Digital Ethics Now

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