Constructing the Self in a Digital World

It has become popular in recent years to talk about 'identity' as an aspect of engagement with technology - in virtual environments, in games, in social media and in our increasingly digital world. But what do we mean by identity and how do our theories and assumptions about identity affect the kinds of questions we ask about its relationship to technology and learning? Constructing the Self in a Digital World takes up this question explicitly, bringing together authors working from different models of identity but all examining the role of technology in the learning and lives of children and youth.

Helpful for designers and developers of online environments for children and youth
Useful for non-profit workers in the area of learning and digital media or educators interested in youth and technology
Could be used in a graduate class on technology and learning or technology and identity

Product details

Published: September 2012
Format: Adobe eBook Reader
ISBN: 9781139574693
Length: 0 pages
Weight: 0kg
Contains: 32 b/w illus. 9 tables
Availability: This ISBN is for an eBook version which is distributed on our behalf by a third party.

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Contents

Introduction: connecting conversations about learning, identity, and technology Cynthia Carter Ching and Brian J. Foley
Part I. Authoring and Exploring Identity:
1. 'This is me': digital photo journals and young children's technologies of the self Cynthia Carter Ching and X. Christine Wang
2. Digital storytelling and authoring identity Alan Davis and Daniel Weinshenker
3. Building identities as experts: youth learning in an urban after-school space Carol Cuthbertson Thompson and Lisa Bouillion Diaz
4. Positive technological development: the multifaceted nature of youth technology use towards improving self and society Marina Bers, Alicia Doyle-Lynch and Clement Chau
Part II. Identities in Flux and Play:
5. You can make friends easier on a boy face: the creation of 'self' in an interactive online community Brian J. Foley, Melanie S. Jones, Cameron McPhee and Pamela Aschbacher
6. Deleting the male gaze? Tech-savvy girls and new femininities in secondary school classrooms Claire Charles
7. Affiliation in the enactment of fan identity: a comparison of virtual and face-to-face settings Natasha Whiteman and Caroline Pelletier
8. Navigating life as an avatar: the shifting identities-in-practice of a girl player in a tween virtual world Deborah A. Fields and Yasmin B. Kafai.

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Contributors

Cynthia Carter Ching, Brian J. Foley, X. Christine Wang, Alan Davis, Daniel Weinshenker, Carol Cuthbertson Thompson, Lisa Bouillion Diaz, Marina Bers, Alicia Doyle-Lynch, Clement Chau, Melanie S. Jones, Cameron McPhee, Pamela Aschbacher, Claire Charles, Natasha Whiteman, Caroline Pelletier, Deborah A. Fields, Yasmin B. Kafai

Editors

Cynthia Carter Ching , University of California, Davis
Cynthia Carter Ching is Associate Professor of Learning and Mind Sciences at the University of California, Davis. Her research focuses on how people across the lifespan and within particular sociohistorical contexts make meaning with and about the technologies in their lives. In 2007 she won the American Educational Research Association's Division C Jan Hawkins Early Career Award for Humanistic Research and Scholarship in Learning Technologies for her study of digital photo journals in early childhood education. She has also served as an Associate Editor at The Journal of the Learning Sciences. Her work has appeared in Teachers College Record, Urban Education, The Journal of the Learning Sciences, Computers and Education, Early Education and Development, and E-learning and Digital Media. She has previously worked at the University of Illinois, Urbana-Champaign and received her PhD from the University of California, Los Angeles.
Brian J. Foley , California State University, Northridge
Brian Foley is Associate Professor of Secondary Education at California State University, Northridge. His research focuses on the use of the Internet to support learning communities for students and teachers and the use of visualization in science education. This work includes studying communities of teachers as well as students. He explores how students in informal online environments such as Whyville.net create and define their community. Working with science teachers, Foley helped develop the Computer Supported Collaborative Science program, a model of teaching that takes advantage of cloud computing to enable a more collaborative science classroom. Foley completed his PhD at the University of California, Berkeley and has worked at the Caltech Precollege Science Initiative and the University of California, Irvine.

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