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Digital Literacy Instruction and Youth in the African American Community Digital Kinship: A Corridor to the Digital Society
DISSERTATION

, University of St. Thomas , United States

University of St. Thomas . Awarded

Abstract

This is a single subject qualitative study that sought to discover the results of combining two theoretical frameworks: African-Centered Pedagogy and 21st Century Information, Media and Technology Skills in creating a technology program to promote digital literacy among African American young people. The research questions included: (1) How would a technology-enriched Afrocentric program designed for transitional young adults enhance their ability to participate in the digital society? (2) In what ways could such a program improve the perceptions of readiness for the skills required for the 21st Century Digital Literacy Information, Media and Technology? (3) What are the factors that contribute to a perception of empowerment for participants? (4) How does an Afrocentric curriculum-based framework impact learners? (5) This study gathered data over the course of a year. African American youth participated in a varying degree of digital literacy instruction, with the intention of promoting digital citizenship in the youth. (6) Four forms of data were collected: researcher observations, participant reflection postings, participant interviews, and participant artifacts. (7) This study found that the combination of African-Centered Pedagogy and 21st Century IMT Skills did have an impact on the digital literacy of study participants.

Citation

Block, L.S. Digital Literacy Instruction and Youth in the African American Community Digital Kinship: A Corridor to the Digital Society. Ph.D. thesis, University of St. Thomas. Retrieved December 10, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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