Making Sense of the ‘Digital Generation’: Growing Up with Digital Media

2013 ◽  
Vol 40 (3) ◽  
pp. 7-15 ◽  
Author(s):  
David Buckingham
Keyword(s):  
Digital Media ◽  
Growing Up ◽  
Making Sense ◽  
Digital Generation

Gypsy-Traveller narratives: Making sense of place

2012 ◽  
Vol 22 (2) ◽  
pp. 332-347 ◽  
Author(s):  
Ian Convery ◽  
Vincent O'Brien
Keyword(s):  
Sense Of Place ◽  
Family Relations ◽  
Growing Up ◽  
Self Identity ◽  
Making Sense ◽  
Ethnographic Approach ◽  
Internal Relationships

Using a co-ethnographic approach to focus on one person’s story, we explore how a sense of place may be evident in self constructed Gypsy-Traveller identity and narrative. Mary’s recounting of her experiences of living and growing up in the Caldewgate district of Carlisle (UK) illustrates the place of family relations as a key element of Gypsy-Traveller self identity and suggests, we believe, the centrality of family and internal relationships as a strong feature in the construction of personal notions and narratives of place for Gypsy-Traveller people.

Towards an Operational Capacity of MIL Cities

2021 ◽  
pp. 234-243
Author(s):  
I. Andriopoulou
Keyword(s):  
Digital Media ◽  
Information Literacy ◽  
Information Policy ◽  
Free Expression ◽  
Growing Up ◽  
Active Monitoring ◽  
Policy Paradigm ◽  
Media Pluralism ◽  
Set Up ◽  
Operational Capacity

Growing up in the intermediated society means that every citizen now­ adays is a unique commentator, creator and communicator of informa­ tion and knowledge, hence the issue of empowerment falls upon struc­ tured mechanisms that primarily shall be regulated by the State. The most optimum tool towards enabling, resilient and mediated societies is an upscaled Media and Information Literacy (MIL) ecosystem that will promote free expression and media pluralism, acting as a poten­ tial barometer towards knowledge­based, all­inclusive MIL societies. The core challenge for a media and information policy paradigm lies in the establishment of active monitoring mechanisms in the form of MIL indicators. The increasing mobility on MIL policy initiatives globally is not (always) seconded by relevant indicators and assessment mecha­ nisms, key constituents for a pluralistic media dynamic for all. It is im­ perative, thus, to set up a digital media policy infrastructure that may be measured with certain indicators on media and information literacy. Based on the presentation in UNESCO Global MIL Feature Conference (24–25 October 2018, Kaunas, Lithuania), this paper endeavors to pro­ pose a media and information literacy infrastructure from a policy per­ spective, towards modern­day UNESCO MIL societies.

Millennials are Digital Natives?

2013 ◽  
pp. 103-119 ◽  
Author(s):  
Boaventura DaCosta ◽  
Carolyn Kinsell ◽  
Angelique Nasah
Keyword(s):  
Digital Media ◽  
Technology Policy ◽  
Educational Leaders ◽  
Digital Natives ◽  
Postsecondary Students ◽  
Digital Information ◽  
Growing Up ◽  
Digital Native ◽  
Significant Difference ◽  
Information And Communication

The abundance of opinions about Millennials has made it very difficult to separate reality from conjecture, especially with regard to the suppositions made about their propensity towards technology. Labeled as digital natives, Millennials are thought to possess learning traits never before seen as a result of growing up in the digital information age. In this chapter, we present the findings of a study in which postsecondary students (N = 580) were surveyed to quantitatively investigate the differences between digital natives and digital immigrants. Findings revealed that of the ten traits investigated, only two showed significant difference, and of these two traits, only one favored the digital native notion, shedding doubt on the strong digital propensity claims made about today’s Millennials. Although differences were found, we cannot say with any certainty that there is an unambiguous delineation that merits the digital native and digital immigrant labels. The findings raise a variety of implications for institutions training pre-service teachers; educators interested in using digital media, devices, and social networks in their classroom; curriculum developers designing instructional material; educational leaders developing information and communication technology policy for school; and researchers investigating digital propensity with today’s youth.

The Intelligible as a New World? Wikipedia versus the Eighteenth-Century Encyclopédie

Paragraph ◽  
2011 ◽  
Vol 34 (1) ◽  
pp. 12-29 ◽  
Author(s):  
Sanja Perovic
Keyword(s):  
Eighteenth Century ◽  
New Media ◽  
Digital Media ◽  
New World ◽  
Knowledge Systems ◽  
Modern World ◽  
Making Sense ◽  
Online Encyclopedia ◽  
The Impact

For some time now, certain theorists have been urging us to move beyond text-based understandings of culture to consider the impact of new media on the structure and organization of knowledge. This article, however, reconsiders the usual priority given to digital media by comparing Wikipedia, the free, user-led online Encyclopedia, with Diderot and D'Alembert's eighteenth-century Encyclopédie. It begins by suggesting that the dichotomy between information system and text is not sufficient for describing the differences between the two. It then considers more closely the type of critical thinking presupposed by the Encyclopédie. It concludes by raising the question of the role of judgement in making sense of any encyclopedia in a modern world in which knowledge systems only coexist on the condition of being partially blind to one another.

scholarly journals Compensation Still Matters: Language Learning Strategies in the Third Millennium ESL Learners

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Karim Hajhashemi ◽  
Alireza Shakarami ◽  
Nerina Caltabiano
Keyword(s):  
Language Learning ◽  
Digital Media ◽  
Learning Strategies ◽  
Net Generation ◽  
Growing Up ◽  
Language Learning Strategies ◽  
Comprehensive Strategy ◽  
Digital Era ◽  
Esl Learners ◽  
New Strategies

Digital media play enormous roles in much of the learning, communication, socializing and ways of working of “Net-Generation” learners who are growing up in a wired world. Living in this digital era may require different ways of communicating, thinking, approaching learning, prioritizing strategies, interpersonally communicating, and possibly developing compensatory techniques for information gaps among other categories of Language Learning Strategies. The Net-Geners therefore, need new skills and new strategies to perform successfully as learners and workers. This study uses a mixed-methods approach that includes concurrent quantitative and qualitative data (i) to identify the Net-Generation learner’s strategy preferences based on the “Strategies Inventory for Language Learning” (SILL) categories currently considered the most comprehensive strategy inventory and (ii) to identify possible emergent compensation strategies among Net-Geners as a comprehensive study of the strategies used by the Net-Geners is clearly beyond the scope of this article. The results indicate that compensation strategies have undergone a number of modifications and are used differently by the Net-Geners in order to compensate their knowledge gap and help enhance their ESL learning.

scholarly journals In Jen’s Shoes – Looking Back to Look Forward: An Autoethnographic Account

2019 ◽  
Author(s):  
Jennifer Sze ◽  
Jane Southcott
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Structured Interview ◽  
Study Data ◽  
Cultural Identities ◽  
Growing Up ◽  
Contemporary Culture ◽  
Equity In Education ◽  
Making Sense ◽  
Made In

This paper discusses the monumental events in my life that have shaped my two professional identities, teacher and researcher. I used autoethnography as a research methodology to traverse my personal life narratives across two different countries: Vietnam and Australia to seek and to examine my dual cultural identities, and how they shaped me. I am a passionate teacher who believes that teaching can change the world through the causes that I care about such as anti-racism and equity in education for students from all backgrounds. In this case study, data were collected by semi-structured interview and reflection on journals. Data were analysed using Interpretative Phenomenological Analysis. The findings are reported under four themes that reflected the stages of my life: designed in Vietnam, made in Australia was the first phase, growing up in Australia, my schooling years and professional years. By making sense of the narratives and involved, it helped me to understand myself better, who I am as a teacher and the causes that I believe in. As an Australian with hybrid cultural identities, I am the norm in contemporary culture.

Aufwachsen mit Medien

2019 ◽  
Keyword(s):  
Digital Media ◽  
Data Protection ◽  
Information Ethics ◽  
Communication Media ◽  
Ethical Question ◽  
Growing Up ◽  
Politics And Education

Growing up with digital media is an ethical question. This volume examines current developments in the fields of digitalisation, education and the protection of minors in order to critically reflect upon a new set of issues in communication, media and information ethics. The importance of developing autonomy in children growing up in mediatised societies and of balancing autonomy with children´s need for protection (e.g. data protection or privacy) is central to this study. The book addresses the ethical dimensions of a mediatised childhood by exploring issues in surveillance and care, gaming and entertainment as well as reality and virtuality, giving weight to the consequences these practices and issues have for society, politics and education. With contributions by Linda Breitlauch, Eike Buhr, Detlef Endeward, Bernhard Debatin, Alexander Filipovic, Rüdiger Funiok, Petra Grimm, Thilo Hagendorff/Jutta Hagendorff, Florian Heusinger von Waldegge, Dietmar Kammerer, Nina Köberer, Larissa Krainer, Kerstin Liesem, Patrick Maisenhölder, Gudrun Marci-Boehncke, Dominik Merli, Carsten Ochs, Claudia Paganini, Marlis Prinzing, Matthias Rath, Christoph Schickhardt, Christian Schlöndorf, Ingrid Stapf, André Weßel

scholarly journals ‘I Can't Settle If It's Not Tidy; I Blame that on My Mum’: Exploring Women's Relational Household Work Narratives

2016 ◽  
Vol 21 (4) ◽  
pp. 30-43 ◽  
Author(s):  
Jennifer Kettle
Keyword(s):  
Qualitative Study ◽  
Work Practice ◽  
The Self ◽  
Small Scale ◽  
Growing Up ◽  
Household Work ◽  
Work Practices ◽  
Making Sense ◽  
Two Generations ◽  
Work Narratives

Household work literature has highlighted the importance of mothers to their daughters’ accounts of their household work practice, arguing that women can both aim to emulate and avoid particular practices in their own household work. This paper further explores this topic, drawing on a small-scale qualitative study to explore the self-narratives that two generations of mothers construct around the theme of household work. It looks particularly at how accounts of household work practices are incorporated into broader stories of growing up and taking responsibility, and the relevance of discourses of individualisation, and the notion of reflexive biographies to these explanations. This article also draws on theories of connectedness to show how self-narratives around the theme of household work reflect different forms of relationality, and to argue that a concept of relational selves is useful for making sense of these narratives.

The Net Delusion: The Dark Side of Internet Freedom. By Evgeny Morozov. New York: PublicAffairs, 2011. 432p. $27.95.

2011 ◽  
Vol 9 (4) ◽  
pp. 895-897 ◽  
Author(s):  
Philip N. Howard
Keyword(s):  
New York ◽  
Digital Media ◽  
Authoritarian Regimes ◽  
Dark Side ◽  
Growing Up ◽  
Welfare Spending ◽  
Tear Gas ◽  
Internet Freedom ◽  
Meaningful Experiences ◽  
Rubber Bullets

Since early 2011 there have been significant changes in North Africa and the Middle East. Zine El Abidine Ben Ali had ruled Tunisia for 20 years, and Hosni Mubarak reigned in Egypt for 30 years. Yet their bravest challengers were 20- and 30-year-olds without ideological baggage, violent intentions, or clear leaders. Political change in these countries inspired activists across the region. Some tough authoritarian governments responded with tear gas and rubber bullets, others with policy concessions, welfare spending, and cabinet shuffles. The groups that initiated and sustained protests had few meaningful experiences with public deliberation or voting, and little experience with successful protesting. These young citizens were politically disciplined, pragmatic, and collaborative. Where did they come from? How do young people growing up in modern, entrenched, authoritarian regimes find political inspirations and aspirations? Are digital media important parts of the contemporary recipe for democratization?

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