Tapping in : understanding how Hispanic-Latino immigrant families engage and learn with broadcast and digital media
Abstract/Contents
- Abstract
- This dissertation explores how seven low-income Hispanic-Latino immigrant families with young children use broadcast and digital media -- sources that have become a substantial part of families' language and literacy environment but whose role is little understood. In particular, this study focuses on media's role in families' language- and literacy- related activities. The study takes a three-pronged approach that includes: ethnographic case studies of seven families; an intervention wherein I distributed a tablet device (iPad) to each case family and documented the role it took on in everyday family life and learning; and case parents' reponses to the Families and Media survey (Rideout, 2014) that was also administered to a nationally representative sample. The case studies provide rich data regarding families' existing media ecologies and practices, while the intervention gives a glimpse of the opportunities and/or challenges a new technology can bring and how families take up new media tools. The study looks at media use from a sociocultural perspective, which includes the ways family members engage with media together and how media relates to a variety of family interactions including joint media engagement (Takeuchi & Stevens, 2011). The findings reveal a variety of practices that families engaged in for seeking knowledge on the Internet, as well as entertainment and play -- many of which included meaningful language and literacy experiences. Media played several roles which included: helping to "bridge" home and school settings, supporting parents in their own studies or careers and facilitating children's interest-driven learning across settings. The iPad intervention led to some new language- and literacy-related practices, based to some degree on the characteristics of the device, but mostly on the quality of the content that was included with the iPad. The new iPad content allowed families to engage in some language- and literacy-related media activities they hadn't done before, including using ebooks and recording their own animated stories. I argue that media is an important focus of study for understanding the language and literacy experiences of Hispanic-Latino immigrant children and that links between media practices and the development of language and literacy skills merit much greater attention than has been afforded in the past. This study shows clear evidence of families' active and strategic forms of pursuing learning at home.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2014 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Levinson, Amber Maria | |
|---|---|---|
| Associated with | Stanford University, Graduate School of Education. | |
| Primary advisor | Barron, Brigid | |
| Primary advisor | Goldman, Shelley | |
| Thesis advisor | Barron, Brigid | |
| Thesis advisor | Goldman, Shelley | |
| Thesis advisor | Goldenberg, Claude Nestor, 1954- | |
| Thesis advisor | Valdés, Guadalupe | |
| Advisor | Goldenberg, Claude Nestor, 1954- | |
| Advisor | Valdés, Guadalupe |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Amber Maria Levinson. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2014. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2014 by Amber Maria Levinson
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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