Exploring the Digital Literacy Practices of Black Elementary Students in a New Orleans Charter School
Open Access
- Author:
- Whittington, Nakisha Darlene
- Graduate Program:
- Curriculum and Instruction
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 29, 2021
- Committee Members:
- Gabriela Richard, Outside Unit & Field Member
Ashley Patterson, Chair & Dissertation Advisor
Allison Henward, Major Field Member
Gail Boldt, Major Field Member
Kimberly Anne Powell, Professor in Charge/Director of Graduate Studies - Keywords:
- Literacies
Digital Literacy
Black Students
Elementary Education
Urban Education
Technology
Multiliteracies
Culturally Responsive Pedagogy - Abstract:
- There are a plethora of research studies that examine and explore K-12 students use of technology in U.S. schools (Kaur, Koval, & Chaney 2017; McManis, 2016; Broemmel, Moran, & Wooten’s 2015; Milman et al. 2014; Flower, 2104 ; Falloon, 2013). In these studies, researchers are reporting on findings concluding again and again that technology is useful and does in fact support students’ knowledge base around certain topics such as reading, science, math and social skills. There are some studies that shed light on teachers’ perception of technology integration in the classroom as well as student perceptions of how technology sparks their attention (Beschorner & Hutchison, 2013; Delacruz, 2014). The implications from these studies can put teachers at some ease as these studies reveal how student performance may improve. However, there is a paucity in the research that examines the ways in which Black children in urban charter schools are using technology as a tool to support their in-school literacies. As educators and school leaders push for ways to integrate 21st century literacies into the classroom, studies that provide insight into existing uses of technology and digital literacy practices are necessary. This dissertation study seeks to fill the existing gap in urban education and literacy research by providing a lens to examine the ways Black elementary students practice their literacies with digital tools in school (i.e. digital literacy). The research questions were: 1.How do Black elementary aged children in an urban charter school practice digital literacy? In what ways are technology being used to practice literacies? What are the factors that influence digital literacy practices? In what ways does the school community support and foster students’ digital literacy practices? Using an ethnographic case study approach (Meriam, 2002) this study explores the multiple ways a third, fourth, and fifth grader interact with digital literacies that involve shaping new social practices and meaning making that extend beyond the ways they practice traditional literacies (Barton et al., 2000; Gee, 1996, 2000c; Heath, 1983; Lankshear & Knobel, 2003; Lewis & Fabos, 2005; New London Group, 1996; Pahl & Rowsell, 2006; Street, 1995). Through a multiliteracies frame, findings revealed some limitations (neoliberal discourses) and affordances (culturally responsive pedagogies) with participants in-school digital literacy practices. These findings suggest that neoliberal discourses embedded in an elementary school created a culture that limited and stifled students’ authentic and inventive engagement with digital literacy. Findings also revealed impactful connections with pedagogies rooted in cultural inclusivity, as this type of instructional praxis honors and privileges collaborative engagements with digital literacy.