Building equitable literate futures : home and school computer-mediated literacy practices and disadvantage

Snyder, Ilana, Angus, Lawrence and Sutherland-Smith, Wendy 2002, Building equitable literate futures : home and school computer-mediated literacy practices and disadvantage, Cambridge journal of education, vol. 32, no. 3, pp. 367-383, doi: 10.1080/0305764022000024212.

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Title Building equitable literate futures : home and school computer-mediated literacy practices and disadvantage
Author(s) Snyder, Ilana
Angus, Lawrence
Sutherland-Smith, WendyORCID iD for Sutherland-Smith, Wendy orcid.org/0000-0003-4589-9323
Journal name Cambridge journal of education
Volume number 32
Issue number 3
Start page 367
End page 383
Publisher Routledge
Place of publication New York, N.Y.
Publication date 2002-11
ISSN 0305-764X
1469-3577
Summary This article examines the complex connections between literacy practices, the use of information and communication technologies (ICTs) and disadvantage. It reports the findings of a year-long study which investigated the ways in which four families use ICTs to engage with formal and informal literacy learning in home and school settings. The research set out to explore what it is about computer-mediated literacy practices at home and at school in disadvantaged communities that makes a difference in school success. The findings demonstrate that the 'socialisation' of the technology--its appropriation into existing family norms, values and lifestyles--varied from family to family. Having access to ICTs at home was not sufficient for the young people and their families to overcome the so-called 'digital divide'. The article concludes that old inequalities have not disappeared, but are playing out in new ways in the context of the networked society.
Language eng
DOI 10.1080/0305764022000024212
Field of Research 130199 Education systems not elsewhere classified
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2002, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30031172

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