http://www.digitalcultureandeducation.com/uncategorized/vasudevan_2010_html/ International Peer Reviewed Open-Access Journal Wed, 10 Aug 2011 21:39:59 +1000 http://wordpress.org/?v=2.8.4 hourly 1 http://www.digitalcultureandeducation.com/uncategorized/vasudevan_2010_html/#comment-6481 edReformer: Why Learning is Like the First 10,000 Feet after Takeoff Thu, 16 Jun 2011 17:17:36 +0000 http://www.digitalcultureandeducation.com/?p=1135#comment-6481 [...] Lalitha Vasudevan: Education remix: New media, literacies, and the emerging digital geographies Despite the rich history of literacy studies and robust body of evidence to the contrary, definitions of literacy and learning that operate in schools today are often far removed from the actual practices in which children and youth engage. This dichotomy is especially true in urban institutions in the United States whose assessment practices are under heavy surveillance and regimentation. However, cultural narratives such as the “digital divide” and the “literacy crisis,” which saturate urban education discourses, are being challenged by the participatory, engaged, and multimodal communication practices of the current cultural revolution inspired by social media. Particularly for many youth who have been labeled “at risk” and are identified as “struggling readers,” school can be an alienating place (see Vasudevan & Campano, 2009 and Alvermann, 2002 for extended discussion about the negative consequences of literacy labels for children and adolescents in US schools). Often, these are young people who live digital lives but who are confined to analog rights in school. [...] [...] Lalitha Vasudevan: Education remix: New media, literacies, and the emerging digital geographies Despite the rich history of literacy studies and robust body of evidence to the contrary, definitions of literacy and learning that operate in schools today are often far removed from the actual practices in which children and youth engage. This dichotomy is especially true in urban institutions in the United States whose assessment practices are under heavy surveillance and regimentation. However, cultural narratives such as the “digital divide” and the “literacy crisis,” which saturate urban education discourses, are being challenged by the participatory, engaged, and multimodal communication practices of the current cultural revolution inspired by social media. Particularly for many youth who have been labeled “at risk” and are identified as “struggling readers,” school can be an alienating place (see Vasudevan & Campano, 2009 and Alvermann, 2002 for extended discussion about the negative consequences of literacy labels for children and adolescents in US schools). Often, these are young people who live digital lives but who are confined to analog rights in school. [...]

]]> http://www.digitalcultureandeducation.com/uncategorized/vasudevan_2010_html/#comment-6311 LegoLab » Digital Culture & Education: Beyond ‘new’ literacies Tue, 01 Jun 2010 10:01:34 +0000 http://www.digitalcultureandeducation.com/?p=1135#comment-6311 [...] Vasudevan Abstract | References | Full Text: HTML, PDF (1.6 MB) Digital Technologies and performative pedagogies: Repositioning the [...] [...] Vasudevan Abstract | References | Full Text: HTML, PDF (1.6 MB) Digital Technologies and performative pedagogies: Repositioning the [...]

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