Confronting the digital divide: debunking brave new world discourses

Rowsell, J. orcid.org/0000-0002-9062-8859, Morrell, E. and Alvermann, D.E. (2017) Confronting the digital divide: debunking brave new world discourses. The Reading Teacher, 71 (2). pp. 157-165. ISSN 0034-0561

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Item Type: Article
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© 2017 International Literacy Association. This is an author-produced version of a paper subsequently published in The Reading Teacher. Uploaded in accordance with the publisher's self-archiving policy.

Keywords: Digital/media literacies; Language learners; Motivation/engagement; Policy; Prior knowledge < Comprehension; Text features; text structure < Comprehension; Critical analysis < Digital/media literacies; New literacies < Digital/media literacies; Popular culture < Digital/media literacies; Specific media (hypertext, Internet, film, music, etc.) < Digital/media literacies; Community‐based programs; resources < Family literacy; Socioeconomic factors < Family literacy; Choice preference < Motivation/engagement; Self‐efficacy < Motivation/engagement; Advocacy < Policy; Accountability < Policy; Legislation mandates < Policy; At‐risk factors < Struggling learners; Achievement gap < Struggling learners; Self‐perceptionself‐concept < Struggling learners; Socioeconomic < Theoretical perspectives; 2‐Childhood; 3‐Early adolescence; 4‐Adolescence
Dates:
  • Published: September 2017
  • Published (online): 20 May 2017
  • Accepted: 20 March 2017
Institution: The University of Sheffield
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Depositing User: Symplectic Sheffield
Date Deposited: 02 Feb 2024 14:41
Last Modified: 02 Feb 2024 14:41
Status: Published
Publisher: Wiley
Refereed: Yes
Identification Number: 10.1002/trtr.1603
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