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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.
- Sales Rank: #4297458 in Books
- Brand: Brand: Cambridge University Press
- Published on: 2012-09-10
- Original language: English
- Number of items: 1
- Dimensions: 8.98" h x .91" w x 5.98" l, 1.15 pounds
- Binding: Hardcover
- 265 pages
- Used Book in Good Condition
Review
"...a scholarly work aimed at serious students and professionals. The book is a compilation of eight scholarly essays and studies exploring the development of self-identity and is written by experts from across the globe with section commentaries by the two authors.... Not only is there much helpful information for the serious investigator, each chapter contains an extensive bibliography for additional resources.... Recommended..."
--C. L. Tannahill, Eastern Connecticut State University, CHOICE
About the Author
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 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.
Most helpful customer reviews
2 of 2 people found the following review helpful.
Not What I Was Expecting
By E. Kennen
Based on the book's title, I thought I would be getting a book on new media studies. Instead, this is a collection of mostly qualitative research conducted mostly by developmental psychologist. This is an entirely scholarly collection of the type of article normally seen in peer-reviewed journals.
This carefully curated books is divided into two Parts ("Authoring and Exploring Identity" and "Identities in Flux and in Play"), each with and introduction and four research-based chapters. Most of the research revolves around teenagers, though one study involved five- and six-year olds.
Because of the open-ended, exploratory research most of the scholars carried out, and because of the relatively small sample size of most of the studies, there is very little in the form of clear conclusions. Another issue is that most of the studies approached the subject matter through contrived (classroom and afterschool) experiences, instead of taking a more ethnographic approach to see how individuals construct their identities through the course of their normal, heavily digital lives. Nonetheless, for academics interested in this niche subject, this book represents a thorough and exhaustively documented resource.
0 of 0 people found the following review helpful.
Got in over my head with this one.
By Kim Karas
This is a very intense academic publication which reports detailed research on learning in conjunction with technology, development of identity in the digital world. Though I find the subject of interest, this text is specifically geared towards professionals, educators and students in related fields. I know the information I am looking for is in there however I have to admit I got in over my head trying to tackle this one. I wanted to learn something I could relate to children with disabilities doing photo or video journals and other media projects. I just don't have the background needed to get through the reading, it's not intended for the layperson.
0 of 0 people found the following review helpful.
Fantastic Resource
By Alcee Arobin
As an aspiring librarian who would like to work with digital media, I really enjoyed reading this book. Ching and Foley do a great job of including a wide range of topics concerning the self and digital/emerging technologies. My favorite chapter, and the most pertinent to my own research, is written by Alan Davis and Daniel Weinshenker, and looks at digital storytelling. While this is a diverse set of articles, they each share a focus on the relationship between young people and learning/development in digital environments. This would make a fantastic resource for researchers or anyone else interested in the field. Recommended!
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