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The Digital Divide Part 3: “Generation Why?”

by kirsr | Jul 15, 2012 | Divides, Boundaries, and Debates

In her 2010 New York Review of Books article “Generation Why?,” British novelist Zadie Smith reviewed Jaron Lanier’s novel, You Are Not a Gadget: A Manifesto, and paralleled it to David Fincher’s film, The Social Network, which premiered in theatres around about the...

Digital Divide Part 2: Symptomatic of a Generation

by kirsr | Jul 13, 2012 | Divides, Boundaries, and Debates

The disparity between student and educators is producing, according to Sue Bennett, Karl Maton, and Lisa Kervin in their article, The ‘Digital Natives’ Debate: A Critical Review of Evidence, an alienation and general indifference between instructors and their...

The Digital Divide Part 1: Closing the Gap One Click at a Time

by kirsr | Jul 10, 2012 | Divides, Boundaries, and Debates

     The term, “digital divide,” is applied to the gap that exists between those who have access to and benefit from the knowledge and skills gained from digital technology and those without such accessibility or skills.  Different demographics based on income, age,...

Social Media and Information Poverty

by kirsr | Jul 3, 2012 | Changing Paradigms, Divides, Boundaries, and Debates, Student Experiences

Warning – this post requires more editing for content and content verification. Our editors are working on it.   [slideshow]    Connectivity is important to all people, but for individuals who are members of marginalized groups, it is a lifeline.  This also...

Student 2.0: How Social and Digital Media is Shaping New Types of Learners

by kirsr | Jul 3, 2012 | Changing Paradigms, Divides, Boundaries, and Debates, Student Experiences

“A powerful force to change the university is the students.  And sparks are flying today.  A huge generational clash is emerging in our institutions.  The critiques of the university from fifteen years ago were ideas in waiting – waiting for the new Web and for a new...
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Communitas’ mission is to rigorously investigate interactions between digital and academic publics, as well as provide a training ground for composition instructors and scholars to learn multimodal and digital pedagogy. Published works analyze areas such as gender, race, class, communication, digital theory, and more.

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