The popular image of the qdigital nativeq -- usually depicted as a technically savvy and digitally empowered teen -- is based on the assumption that all young people are equally equipped to become innovators and entrepreneurs. Yet young people in low-income communities often lack access to the learning opportunities, tools, and collaborators (at school and elsewhere) that help digital natives develop the necessary expertise. This book describes one approach to address this disparity: the Digital Youth Network (DYN), an ambitious project to help economically disadvantaged middle-school students in Chicago develop technical, creative, and analytical skills across a learning ecology that spans school, community, home, and online. The book reports findings from a pioneering mixed-method three-year study of DYN and how it nurtured imaginative production, expertise with digital media tools, and the propensity to share these creative capacities with others. Through DYN, students, despite differing interests and identities -- the gamer, the poet, the activist -- were able to find some aspect of DYN that engaged them individually and connected them to one another. Finally, the authors offer generative suggestions for designers of similar informal learning spaces.... when the students in the cohort we studied were beginning the sixth grade, revealed that 93 percent of the students had at least one ... Pinkard had invited Barron to collaborate based on her prior work in Silicon Valley that investigated middle school studentsa#39; history of experience in building and creating with technology; she had invited Gomez to help document what was happening on the ground.
|Title||:||The Digital Youth Network|
|Author||:||Brigid Barron, Kimberley Gomez, Nichole Pinkard, Caitlin K. Martin|
|Publisher||:||MIT Press - 2014-07-04|