[ { "key": "XKKMK75E", "version": 112, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/XKKMK75E", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/XKKMK75E", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/246483/items/3CKM5P6M", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } } }, "data": { "key": "XKKMK75E", "version": 112, "parentItem": "3CKM5P6M", "itemType": "attachment", "linkMode": "linked_url", "title": "Amazon.com Link", "accessDate": "2014-05-01T22:56:07Z", "url": "http://www.amazon.com/Radical-Equations-Mississippi-Algebra-Project/dp/0807031275", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2014-05-01T22:56:07Z", "dateModified": "2014-05-01T22:56:07Z" } }, { "key": "3CKM5P6M", "version": 112, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/3CKM5P6M", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/3CKM5P6M", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } }, "creatorSummary": "Moses and Cobb", "parsedDate": "2002-02-01", "numChildren": 1 }, "data": { "key": "3CKM5P6M", "version": 112, "itemType": "book", "title": "Radical Equations: Civil Rights from Mississippi to the Algebra Project", "creators": [ { "creatorType": "author", "firstName": "Robert P.", "lastName": "Moses" }, { "creatorType": "author", "firstName": "Charles E.", "lastName": "Cobb" } ], "abstractNote": "At a time when popular solutions to the educational plight of poor children of color are imposed from the outside-national standards, high-stakes tests, charismatic individual saviors-the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities. Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity.Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: 'Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want.'We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years.Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "February 1, 2002", "publisher": "Beacon Press", "place": "Boston", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "256", "ISBN": "9780807031278", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Radical Equations", "language": "English", "libraryCatalog": "Amazon.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "EVVRZR9N" ], "relations": {}, "dateAdded": "2014-05-01T22:56:07Z", "dateModified": "2014-05-01T22:56:07Z" } }, { 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The implicit assumption guiding CTC initiatives is that access to ICT will improve the life chances of the individuals who become involved in these centers. It is, however, prudent to empirically examine this assumption because the case for community technology interventions is somewhat weakened if the benefits of ICT use fail to accrue to those who are disadvantaged. Informed by Bourdieu's theory of reproduction, this study of a CTC initiative in an inner-city community explores the role of culture in reproducing digital inequality. Digital inequality reflects not only disparities in the structure of access to and use of ICT; it also reflects the ways in which longstanding social inequities shape beliefs and expectations regarding ICT and its impacts on life chances. While this initiative is considered successful in the sense that it provided access and basic computer literacy to residents lacking these resources, it represents a technology-centric fix to a problem that is deeply rooted in systemic patterns of spatial, political and economic disadvantage.", "publicationTitle": "Information, Communication & Society", "publisher": "", "place": "", "date": "2006", "volume": "9", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "160-181", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/13691180600630740", "citationKey": "", "url": "http://dx.doi.org/10.1080/13691180600630740", "accessDate": "2014-04-25T20:13:34Z", "PMID": "", "PMCID": "", "ISSN": "1369-118X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "EVVRZR9N" ], "relations": {}, "dateAdded": "2014-04-25T20:13:34Z", "dateModified": "2014-04-25T20:13:34Z" } }, { "key": "W8SDQH28", "version": 105, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/W8SDQH28", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/W8SDQH28", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/246483/items/82GBEEJD", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } } }, "data": { "key": "W8SDQH28", "version": 105, "parentItem": "82GBEEJD", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2014-04-22T23:31:03Z", "url": "http://www.tandfonline.com/doi/abs/10.1080/10508406.2014.893434#.U1b7XOZdWi0", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "10508406.2014.html", "md5": "2a5a5671d819e13d929dc901dcd94c7f", "mtime": 1398209464000, "tags": [], "relations": {}, "dateAdded": "2014-04-22T23:31:03Z", "dateModified": "2014-04-22T23:31:03Z" } }, { "key": "82GBEEJD", "version": 104, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/82GBEEJD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/82GBEEJD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } }, "creatorSummary": "DiSalvo et al.", "numChildren": 1 }, "data": { "key": "82GBEEJD", "version": 104, "itemType": "journalArticle", "title": "Saving Face While Geeking Out: Video Game Testing as a Justification for Learning Computer Science", "creators": [ { "creatorType": "author", "firstName": "Betsy", "lastName": "DiSalvo" }, { "creatorType": "author", "firstName": "Mark", "lastName": "Guzdial" }, { "creatorType": "author", "firstName": "Amy", "lastName": "Bruckman" }, { "creatorType": "author", "firstName": "Tom", "lastName": "McKlin" } ], "abstractNote": "Abstract Why would individuals who are capable of learning opt not to? Learning is important for stability and success. It would seem rational that students in groups that are frequently underrepresented or marginalized would be motivated to learn. However, negotiation of multiple identities and self-beliefs can impact motivations to learn. For example, young African American males frequently adopt a “cool pose” in their approach to education. They maintain that they don't care and won't try to be a part of the existing educational system. To better understand these issues, we studied African American males in the Glitch Game Testers program. These high school students worked in the Glitch program as paid game testers and took workshops in computer science. Over 65% of the participants went on to study computing after high school. We sought to understand why these students persisted in computing when so many of their peers rejected formal education and identities with computing. We found that they navigated around motivations to not learn by creating many faces for their involvement with Glitch. To some people they presented their involvement as being “paid to play.” For others, they presented themselves as responsible young men with jobs. To a very few, they were passionate about computation. In this paper, we explore the use and design implications of face-saving tactics these young men used to “geek out” on computer programming, choose computer science for their career, and still maintain their current identities with friends and families.", "publicationTitle": "Journal of the Learning Sciences", "publisher": "", "place": "", "date": "", "volume": "0", "issue": "ja", "section": "", "partNumber": "", "partTitle": "", "pages": "null", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/10508406.2014.893434", "citationKey": "", "url": "http://dx.doi.org/10.1080/10508406.2014.893434", "accessDate": "2014-04-22T23:31:01Z", "PMID": "", "PMCID": "", "ISSN": "1050-8406", "archive": "", "archiveLocation": "", "shortTitle": "Saving Face While Geeking Out", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "UJS8WJBF" ], "relations": {}, "dateAdded": "2014-04-22T23:31:01Z", "dateModified": "2014-04-22T23:31:01Z" } }, { "key": "NSEUC4B6", "version": 103, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/NSEUC4B6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/NSEUC4B6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } }, "creatorSummary": "Barron et al.", "parsedDate": "2014-07-04", "numChildren": 1 }, "data": { "key": "NSEUC4B6", "version": 103, "itemType": "book", "title": "The Digital Youth Network: Cultivating Digital Media Citizenship in Urban Communities", "creators": [ { "creatorType": "author", "firstName": "Brigid", "lastName": "Barron" }, { "creatorType": "author", "firstName": "Kimberley", "lastName": "Gomez" }, { "creatorType": "author", "firstName": "Nichole", "lastName": "Pinkard" }, { "creatorType": "author", "firstName": "Caitlin K.", "lastName": "Martin" } ], "abstractNote": "The popular image of the \"digital native\" -- usually depicted as a technically savvy and digitally empowered teen -- is based on the assumption that all young people are equally equipped to become innovators and entrepreneurs. Yet young people in low-income communities often lack access to the learning opportunities, tools, and collaborators (at school and elsewhere) that help digital natives develop the necessary expertise. This book describes one approach to address this disparity: the Digital Youth Network (DYN), an ambitious project to help economically disadvantaged middle-school students in Chicago develop technical, creative, and analytical skills across a learning ecology that spans school, community, home, and online. The book reports findings from a pioneering mixed-method three-year study of DYN and how it nurtured imaginative production, expertise with digital media tools, and the propensity to share these creative capacities with others. Through DYN, students, despite differing interests and identities -- the gamer, the poet, the activist -- were able to find some aspect of DYN that engaged them individually and connected them to one another. Finally, the authors offer generative suggestions for designers of similar informal learning spaces.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "July 4, 2014", "publisher": "The MIT Press", "place": "Cambridge, Massachusetts", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "344", "ISBN": "9780262027038", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "The Digital Youth Network", "language": "English", "libraryCatalog": "Amazon.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "UJS8WJBF" ], "relations": {}, "dateAdded": "2014-04-18T19:58:13Z", "dateModified": "2014-04-21T21:43:23Z" } }, { "key": "A7UKVF6V", "version": 102, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/A7UKVF6V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/A7UKVF6V", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } }, "creatorSummary": "Goode and Margolis", "parsedDate": "2011-07", "numChildren": 1 }, "data": { "key": "A7UKVF6V", "version": 102, "itemType": "journalArticle", "title": "Exploring Computer Science: A Case Study of School Reform", "creators": [ { "creatorType": "author", "firstName": "Joanna", "lastName": "Goode" }, { "creatorType": "author", "firstName": "Jane", "lastName": "Margolis" } ], "abstractNote": "This article will detail efforts to broaden participation in computing in urban schools through a comprehensive reform effort of curricular development, teacher professional development, and policy changes. Beginning with an account of the curricular development of Exploring Computer Science, we will describe the inquiry-based research that underlies these learning materials. Next, we argue that accompanying professional development that supports the curriculum is essential for supporting this inquiry-based approach to computer science instruction. We then explain the policy strategies used to designate this course as a college-preparatory elective and place it in 17 Los Angeles high schools. Finally, we share the initial results of how students experience this course and ongoing challenges encountered when working in the public school system. The article concludes with a discussion of how longitudinal reform effort requires a strong foundation and deep roots to successfully democratize computer science education.", "publicationTitle": "Transactions on Computing Education", "publisher": "", "place": "", "date": "July 2011", "volume": "11", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "12:1–12:16", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1145/1993069.1993076", "citationKey": "", "url": "http://doi.acm.org/10.1145/1993069.1993076", "accessDate": "2014-04-21T21:39:33Z", "PMID": "", "PMCID": "", "ISSN": "1946-6226", "archive": "", "archiveLocation": "", "shortTitle": "Exploring Computer Science", "language": "", "libraryCatalog": "ACM Digital Library", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Gender and ethnicity", "type": 1 }, { "tag": "broadening the participation in computing", "type": 1 }, { "tag": "curriculum", "type": 1 }, { "tag": "exploring computer science", "type": 1 }, { "tag": "pedagogy", "type": 1 } ], "collections": [ "UJS8WJBF" ], "relations": {}, "dateAdded": "2014-04-21T21:39:33Z", "dateModified": "2014-04-21T21:41:10Z" } }, { "key": "Q59DEKM8", "version": 101, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/Q59DEKM8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/Q59DEKM8", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/246483/items/A7UKVF6V", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "Q59DEKM8", "version": 101, "parentItem": "A7UKVF6V", "itemType": "attachment", "linkMode": "imported_url", "title": "ACM Full Text PDF", "accessDate": "2014-04-21T21:39:33Z", "url": "http://dl.acm.org/ft_gateway.cfm?id=1993076&type=pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Goode and Margolis - 2011 - Exploring Computer Science A Case Study of School.pdf", "md5": "bc8fbae49f128332bdfca3438fc283a9", "mtime": 1398116374000, "tags": [], "relations": {}, "dateAdded": "2014-04-21T21:39:33Z", "dateModified": "2014-04-21T21:39:35Z" } }, { "key": "XG6EUFRI", "version": 99, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/XG6EUFRI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/XG6EUFRI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } }, "creatorSummary": "Livingstone and Helsper", "parsedDate": "2010-03-01", "numChildren": 2 }, "data": { "key": "XG6EUFRI", "version": 99, "itemType": "journalArticle", "title": "Balancing opportunities and risks in teenagers’ use of the internet: The role of online skills and internet self-efficacy", "creators": [ { "creatorType": "author", "firstName": "Sonia", "lastName": "Livingstone" }, { "creatorType": "author", "firstName": "Ellen", "lastName": "Helsper" } ], "abstractNote": "Many hopes exist regarding the opportunities that the internet can offer to young people as well as fears about the risks it may bring. Informed by research on media literacy, this article examines the role of selected measures of internet literacy in relation to teenagers’ online experiences. Data from a national survey of teenagers in the UK (N = 789) are analyzed to examine: first, the demographic factors that influence skills in using the internet; and, second (the main focus of the study), to ask whether these skills make a difference to online opportunities and online risks. Consistent with research on the digital divide, path analysis showed the direct influence of age and socioeconomic status on young people’s access, the direct influence of age and access on their use of online opportunities, and the direct influence of gender on online risks. The importance of online skills was evident insofar as online access, use and skills were found to mediate relations between demographic variables and young people’s experience of online opportunities and risks. Further, an unexpected positive relationship between online opportunities and risks was found, with implications for policy interventions aimed at reducing the risks of internet use.", "publicationTitle": "New Media & Society", "publisher": "", "place": "", "date": "03/01/2010", "volume": "12", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "309-329", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "New Media Society", "DOI": "10.1177/1461444809342697", "citationKey": "", "url": "http://nms.sagepub.com/content/12/2/309", "accessDate": "2014-04-15T16:52:33Z", "PMID": "", "PMCID": "", "ISSN": "1461-4448, 1461-7315", "archive": "", "archiveLocation": "", "shortTitle": "Balancing opportunities and risks in teenagers’ use of the internet", "language": "en", "libraryCatalog": "nms.sagepub.com", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "LITERACY", "type": 1 }, { "tag": "internet", "type": 1 }, { "tag": "online risks and opportunities", "type": 1 }, { "tag": "skills", "type": 1 }, { "tag": "teenagers", "type": 1 } ], "collections": [ "EVVRZR9N" ], "relations": {}, "dateAdded": "2014-04-15T16:52:33Z", "dateModified": "2014-04-20T14:08:43Z" } }, { "key": "4UNDAIT8", "version": 99, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/4UNDAIT8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/4UNDAIT8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } }, "creatorSummary": "Livingstone and Helsper", "parsedDate": "2007", "numChildren": 2 }, "data": { "key": "4UNDAIT8", "version": 99, "itemType": "journalArticle", "title": "Gradations in digital inclusion: Children, young people and the digital divide", "creators": [ { "creatorType": "author", "firstName": "Sonia", "lastName": "Livingstone" }, { "creatorType": "author", "firstName": "Ellen", "lastName": "Helsper" } ], "abstractNote": "", "publicationTitle": "New media & society", "publisher": "", "place": "", "date": "2007", "volume": "9", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "671–696", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://nms.sagepub.com/content/9/4/671.short", "accessDate": "2014-01-06T00:57:29Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Gradations in digital inclusion", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "EVVRZR9N" ], "relations": {}, "dateAdded": "2014-02-04T23:54:04Z", "dateModified": "2014-04-20T14:08:36Z" } }, { "key": "4PV23Z2E", "version": 99, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/4PV23Z2E", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/4PV23Z2E", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } }, "creatorSummary": "Hargittai and Walejko", "parsedDate": "2008", "numChildren": 2 }, "data": { "key": "4PV23Z2E", "version": 99, "itemType": "journalArticle", "title": "The participation divide: Content creation and sharing in the digital age", "creators": [ { "creatorType": "author", "firstName": "Eszter", "lastName": "Hargittai" }, { "creatorType": "author", "firstName": "Gina", "lastName": "Walejko" } ], "abstractNote": "This paper looks at the prevalence of creative activity and sharing in an age when the barriers to disseminating material have been considerably lowered compared with earlier times. The authors use unique data to explore the extent to which young adults create video, music, writing and artistic photography, as well as the prevalence of sharing such material online. Findings suggest that despite new opportunities to engage in such distribution of content, relatively few people are taking advantage of these recent developments. Moreover, neither creation nor sharing is randomly distributed among a diverse group of young adults. Consistent with existing literature, creative activity is related to a person's socioeconomic status as measured by parental schooling. The novel act of sharing online, however, is considerably different by gender with men much more likely to engage in it. However, once internet user skill is controlled for, men and women are equally likely to post their materials on the Web.", "publicationTitle": "Information, Communication & Society", "publisher": "", "place": "", "date": "2008", "volume": "11", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "239-256", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/13691180801946150", "citationKey": "", "url": "http://dx.doi.org/10.1080/13691180801946150", "accessDate": "2014-04-18T21:39:09Z", "PMID": "", "PMCID": "", "ISSN": "1369-118X", "archive": "", "archiveLocation": "", "shortTitle": "THE PARTICIPATION DIVIDE", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "EVVRZR9N" ], "relations": {}, "dateAdded": "2014-04-18T21:39:09Z", "dateModified": "2014-04-20T14:08:26Z" } }, { "key": "VZZ9D4ZP", "version": 97, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/VZZ9D4ZP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/VZZ9D4ZP", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/246483/items/4PV23Z2E", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } } }, "data": { "key": "VZZ9D4ZP", "version": 97, "parentItem": "4PV23Z2E", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2014-04-18T21:39:16Z", "url": "http://www.tandfonline.com/doi/abs/10.1080/13691180801946150#.U1CBT-ZdWi0", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "13691180801946150.html", "md5": "9c09a4a6491310e5cdccb466d9f9bb10", "mtime": 1397857157000, "tags": [], "relations": {}, "dateAdded": "2014-04-18T21:39:16Z", "dateModified": "2014-04-18T21:39:16Z" } }, { "key": "KWGPNDK4", "version": 97, "library": { "type": "group", "id": 246483, "name": "Family Creative Learning", "links": { "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/246483/items/KWGPNDK4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/family_creative_learning/items/KWGPNDK4", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/246483/items/4PV23Z2E", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118125, "username": "ricarose", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/ricarose", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "KWGPNDK4", "version": 97, "parentItem": "4PV23Z2E", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2014-04-18T21:39:09Z", "url": "http://www.tandfonline.com/doi/pdf/10.1080/13691180801946150", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Hargittai and Walejko - 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Youth-led participatory research (YPAR), an approach in which young people research and advocate for change on problems of concern to them, could increase students' autonomy in secondary schools. This qualitative study of YPAR examined whether and how the intervention meaningfully affected the interactions and roles of students and adults in two distinctive urban high school settings, identifying concepts for further empirical investigation. Results suggested that YPAR enabled processes of student professionalization that led to novel student-adult “collegial” interactions, expansion of domains of student influence, and diversification of students with opportunities to influence policies and practices across these two schools.", "publicationTitle": "Journal of Research on Adolescence", "publisher": "", "place": "", "date": "June 1, 2012", "volume": "22", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "267-283", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J Res Adolesc", "DOI": "10.1111/j.1532-7795.2012.00780.x", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1111/j.1532-7795.2012.00780.x/abstract", "accessDate": "2014-04-18T15:41:14Z", "PMID": "", "PMCID": "", "ISSN": "1532-7795", "archive": "", "archiveLocation": "", "shortTitle": "Beyond School Spirit", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "© 2012 The Authors. 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Drawing upon critical geographical conceptualizations of the relationships between power, place, and scale, and a Bourdieusian conceptualization of technological and social capital, this article proposes a model of the interconnections between urban and digital inequalities from the vantage point of the everyday experiences of economically marginalized urban residents in the United States. On the basis of this model, the author suggests a future research agenda that examines the empowerment or disempowerment of people related to ICTs in relation to their own frameworks for ICT use; how technological capacity is related to technological and social capital embedded in particular places; and how technical capacity is developed across multiple spaces and multiple arenas situated in a broader analysis of inequality.", "publicationTitle": "Information, Communication & Society", "publisher": "", "place": "", "date": "2010", "volume": "13", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "1000-1018", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/1369118X.2010.499954", "citationKey": "", "url": "http://dx.doi.org/10.1080/1369118X.2010.499954", "accessDate": "2014-04-18T03:49:37Z", "PMID": "", "PMCID": "", "ISSN": "1369-118X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", 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Meanwhile, the stereotype of the male \"computer geek\" seems to be everywhere in popular culture. Few people know that women were a significant presence in the early decades of computing in both the United States and Britain. Indeed, programming in postwar years was considered woman's work (perhaps in contrast to the more manly task of building the computers themselves). In Recoding Gender, Janet Abbate explores the untold history of women in computer science and programming from the Second World War to the late twentieth century. Demonstrating how gender has shaped the culture of computing, she offers a valuable historical perspective on today's concerns over women's underrepresentation in the field. Abbate describes the experiences of women who worked with the earliest electronic digital computers: Colossus, the wartime codebreaking computer at Bletchley Park outside London, and the American ENIAC, developed to calculate ballistics. 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