New Literacy Opportunities and Practices of Latino/a Children of Poverty In and Out of School

Authors

  • Kathy M. Bussert-Webb University of Texas at Brownvsille
  • Maria E. Diaz University of Texas at Brownvsille

DOI:

https://doi.org/10.20360/G25K5S

Keywords:

new literacies, Lantino/a students, elementary school, Texas, USA, technology-related, social practices

Abstract

This case study examines new literacy opportunities and practices of 28 Latino/a children from grades one to seven in a South Texas colonia, or unincorporated area. Data sources were 24-hour literacy logs, two rounds of interviews, and participant observations. The children reported limited school work related to digital literacies; the technology they accessed outside of school focused on entertainment, communication with friends, and mostly non-challenging video games. We discuss participants’ ingenious ways of circumventing any lack of access, their underlying social practices of community sharing, and Thirdspace possibilities of the tutorial center that respondents attended.

Author Biography

Kathy M. Bussert-Webb, University of Texas at Brownvsille

Kathy Bussert-Webb is an Associate Professor of Language Literacy, and Intercultural Studies at the University of Texas at Brownsville (UTB). María E. Díaz is a Doctoral Candidate in Curriculum and Instruction with an Emphasis in Bilingual Education at the same institution.

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Published

2012-01-25

How to Cite

Bussert-Webb, K. M., & Diaz, M. E. (2012). New Literacy Opportunities and Practices of Latino/a Children of Poverty In and Out of School. Language and Literacy, 14(1), 1–25. https://doi.org/10.20360/G25K5S

Issue

Vol. 14 No. 1 (2012)

Section

Articles

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