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Identity, Language Learning, and Critical Pedagogy in Digital Times
Ron…
Identity, Language Learning, and Critical Pedagogy in Digital Times
Ron Darvin & Bonny Norton
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Virtual world provides an axis were people of shared interests and tastes are able to construct new communities and ideas of co-citizenship
(Gee & Hayes, 2011)
Blogging enables stylization where writers mix textual conventions with different semiotic repertoires to achieve more personal intentions
(Thorne & Black, 2011)
Repurposed text, images and music, learners enable learners claim authorial agencies and be coauthors agents of literacy acquisition
(Lotherington, 2011)
Digital tools signifiers of memebership in a journalistic context
(Kendrick et al., 2012)
Role-playing encouraged students to ask about controversial issues like dissent and police corruption
Project with digiat tools promoted digital literacy of girls and women from poorly recourced communities in Uganda
Participants gained access to digitall tools and were able to do researches about HIV and AIDS
(Norton et al, 2011)
Digital strorytelling is a powerful way to affirm transitional identities of migrant learners
(Darvin & Norton, 2014)
Identities of youth shape language use in digital literacy
(Lemphane & Prinsloo, 2014)
Difficulties
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Tecgnology can lead to "one of the most damaging fomrs of exclusion"
(Castells, 2001)
In terms of politics, identity is in danger of being commodified in a deregulated fast capitalism
(Kramsch, 2013)
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