You are here:

Exploring the Digital Divide on the U.S.-Mexico Border Through Literacy Narratives
ARTICLE

Computers and Composition Volume 29, Number 3, ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

Building upon the work of Scenters-Zapico's (2010) Generaciones, this article examines the digital literacy development and practices of two students passing through three different educational institutions on the U.S.-Mexico border. The author makes the argument that literacy narratives such as the ones shared here are vital for complementing the work done by broader quantitative studies on the digital divide, as they document differences that may be otherwise overlooked. In exploring the very different narratives of two students transitioning through high school and into a two-year college or four-year university, this article complicates understandings of the digital divide by exploring technological divides between educational institutions and the role that gateways, external sponsors, and self-sponsorship play in students’ technological literacy development, especially when confronted with limitations on access. The discussion and findings have implications for writing program administrators as well as composition teachers and researchers, including those teaching in online environments.

Citation

Ruecker, T. (2012). Exploring the Digital Divide on the U.S.-Mexico Border Through Literacy Narratives. Computers and Composition, 29(3), 239-253. Elsevier Ltd. Retrieved July 6, 2022 from .

This record was imported from Computers and Composition on January 31, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compcom.2012.06.002

Keywords