Identity and agency in school and afterschool settings: Investigating digital media’s supporting role
This study documents opportunities for identity and agency experienced by students in urban school and afterschool contexts, with a focus on digital media’s role in shaping these opportunities. We conducted focus groups and interviews with 43 students and six teachers affiliated with an urban pub...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Digital Culture & Education (DCE)
2017-03-01
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| Series: | Digital Culture & Education |
| Subjects: | |
| Online Access: | https://www.digitalcultureandeducation.com/s/davis-March-2017.pdf |
| _version_ | 1827393657169248256 |
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| author | Katie Davis Anthony Ambrose Mania Orand |
| author_facet | Katie Davis Anthony Ambrose Mania Orand |
| author_sort | Katie Davis |
| collection | DOAJ |
| description | This study documents opportunities for identity and agency experienced by students in
urban school and afterschool contexts, with a focus on digital media’s role in shaping these opportunities.
We conducted focus groups and interviews with 43 students and six teachers affiliated with an urban
public high school and a network of afterschool programs in the United States, as well as participant
observations of nine afterschool sessions and three school classes. Compared to school, afterschool programs
afforded students greater opportunities for identity expression, with digital media generally playing a
supporting role. We found that the institutional constraints and sociopolitical dynamics that shape
students’ experiences in school and afterschool contexts are largely mirrored in the ways technology is used
in these contexts. Introducing digital media into a setting will not necessarily change these dynamics,
though we did see potential for disruption in some afterschool settings. The findings provide new insight
into digital media’s role in supporting identity and agency in school and afterschool settings. |
| first_indexed | 2024-03-08T17:53:25Z |
| format | Article |
| id | doaj.art-914ed676271a4e2b9d77d9c6295cf3f5 |
| institution | Directory Open Access Journal |
| issn | 1836-8301 |
| language | English |
| last_indexed | 2024-03-08T17:53:25Z |
| publishDate | 2017-03-01 |
| publisher | Digital Culture & Education (DCE) |
| record_format | Article |
| series | Digital Culture & Education |
| spelling | doaj.art-914ed676271a4e2b9d77d9c6295cf3f52024-01-02T06:37:04ZengDigital Culture & Education (DCE)Digital Culture & Education1836-83012017-03-01913147Identity and agency in school and afterschool settings: Investigating digital media’s supporting roleKatie Davis0Anthony Ambrose1Mania Orand2University of WashingtonUniversity of WashingtonUniversity of WashingtonThis study documents opportunities for identity and agency experienced by students in urban school and afterschool contexts, with a focus on digital media’s role in shaping these opportunities. We conducted focus groups and interviews with 43 students and six teachers affiliated with an urban public high school and a network of afterschool programs in the United States, as well as participant observations of nine afterschool sessions and three school classes. Compared to school, afterschool programs afforded students greater opportunities for identity expression, with digital media generally playing a supporting role. We found that the institutional constraints and sociopolitical dynamics that shape students’ experiences in school and afterschool contexts are largely mirrored in the ways technology is used in these contexts. Introducing digital media into a setting will not necessarily change these dynamics, though we did see potential for disruption in some afterschool settings. The findings provide new insight into digital media’s role in supporting identity and agency in school and afterschool settings.https://www.digitalcultureandeducation.com/s/davis-March-2017.pdfdigital mediaidentityagencyformal and informal learning contexts |
| spellingShingle | Katie Davis Anthony Ambrose Mania Orand Identity and agency in school and afterschool settings: Investigating digital media’s supporting role Digital Culture & Education digital media identity agency formal and informal learning contexts |
| title | Identity and agency in school and afterschool settings: Investigating digital media’s supporting role |
| title_full | Identity and agency in school and afterschool settings: Investigating digital media’s supporting role |
| title_fullStr | Identity and agency in school and afterschool settings: Investigating digital media’s supporting role |
| title_full_unstemmed | Identity and agency in school and afterschool settings: Investigating digital media’s supporting role |
| title_short | Identity and agency in school and afterschool settings: Investigating digital media’s supporting role |
| title_sort | identity and agency in school and afterschool settings investigating digital media s supporting role |
| topic | digital media identity agency formal and informal learning contexts |
| url | https://www.digitalcultureandeducation.com/s/davis-March-2017.pdf |
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