Lucy's Research design model
Goals
- To bridge the gap between what Prensky refers to as the "digital natives" and "digital immigrants"
- To expand upon notions of 21st century literacy and ways of composing
Methods
Qualitative Study
- Infuse SMS technologies into pedagogy within composition classroom
- survey students on knowledge pertaining to SMS platforms
- Keep track of ethnicity and whether or not students are first generation
Literature
Prensky, Marc. “Digital Natives. Digital Immigrants”. The Digital Divide: Arguments for and Against Facebook, Google, Texting, and the Age of Social Networking. New York: Jeremy P. Tarcher. Penguin, 2011. Print.
Reed, T. V. Digitized Lives. Culture, Power and Social Change in the Internet Era. London: Routledge, 2014. Print.
Selber, Stuart A. Multiliteracies for a Digital Age. Carbondale: Southern Illinois UP, 2004. Print.
Shipka, Jody. Toward a Composition Made Whole. Pittsburgh, PA: U of Pittsburgh, 2011. Print.
Yancey, Kathleen B. “Made Not Only in Words: Composition in a New Key.” Cross Talk in Comp Theory: A Reader. Eds. Victor Villanueva and Kristin L. Arola. Urbana: NCTE, 2011. 791-826. Print
Research Question:
Does bringing in student literacies from outside of the classroom, particularly, when it includes tech literacy and SMS, help first generation/minority students?
Validity
Access Issues:
- Am I operating under the assumption that all students have access to SMS platforms?
- race
- economics
- education
Conceptual Framework
- literacy
- composition and rhetoric
- technology
- Kathleen Blake Yancey
- Jody Shipka
- Kristin Arola
- Daniel Keller
- Paul Selber
Biases
- Will my background as someone who doesn't fit into the digital "immigrant" or "native" categories distort my anticipated outcomes?
- Does knowing how to navigate these platforms put me (the teacher) in a compromised position?
How can we define "outside of the classroom" literacies?