UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.
More information is available at Theses and Dissertations at University of Maryland Libraries.
Browse
2 results
Search Results
Item ACTIVATING TECHNOCAPITAL: A CASE STUDY OF MARGINALIZED MIDDLE SCHOOL YOUTHS’ EXPERIENCES WITH INFORMATION COMMUNICATION TECHNOLOGY.(2023) Crenshaw, Kenyatta Lynn; Elby, Andrew; Croninger, Robert; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This case study explores ways that socio-cultural and environmental factors influence the technological experiences of marginalized, underrepresented youth at an urban summer learning program, which supports Science, Technology, Engineering, and Mathematics (STEM) and environmental sustainability education. The study specifically explores the socio-cultural and environmental aspects of students’ experience with digital literacy/ information communication technology (computer based and mobile technologies), and the pedagogical practices applied by educators (teachers, family members, and peers) that influence the students’ experiences with digital learning over the period of eight weeks. The principal focus is on eight middle school students ranging from nine to twelve years of age who reside in an urban environment with their parents/caregivers. In efforts to better understand the experiences of the students, the focus is shared (but not centered) on the parents/caregivers, educators, and volunteer community members who contribute to the students’ perception and use of technology. A major finding of the study is that community-embedded resources, what have been referred to in the literature as funds of knowledge or community cultural wealth, can play a positive role in shaping students’ experiences with technology, especially when students, parents, and educators use those resources to create culturally relevant learning experiences that contribute to building technocapital. In general, the findings address beliefs and contextual ecological factors that contribute to the appearance and activation of social and cultural capital in the technological practices of marginalized youth. The accounts of youth and parent perspectives uniquely display the ways the funds of knowledge and community cultural wealth act as social and cultural capital. The participant stories present how the networks of the participants’ parents and community contribute to social connectivity and the awareness of civic participation in both the exosystem and mesosystem of their lives. Overall, the findings present an evidence-based contribution to further support the need to understand and advocate for funding and the development of policy to address: 1) racial/ethnic and socioeconomic differences in education; 2) the positive processes by which cultural resources in the communities of marginalized youth are converted into social and educational advantages; and 3) increasing knowledge and utility of the various forms of capital embedded in moderate-to-low income, non-majority communities that play a positive role in youths’ motivation to utilize ICT and develop digital literacy skills that increase productivity and achievement. Keywords: underrepresented youth, supplemental learning program, information communication technology, digital learning, social capital, cultural capital, funds of knowledge, community cultural wealth.Item Values and Self-Presentation in Online Communication by Stakeholders Related to Homelessness(2014) Koepfler, Jessica; Shilton, Katie; Fleischmann, Kenneth R.; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Values are guiding principles of what we consider important in our lives. They shape, and are shaped by, our information behaviors and interactions with technology. Design approaches that explicitly consider values can change the affordances of resulting technologies. This dissertation extends research related to values and information technology use and design within the social context of homelessness, a value-laden social issue in the United States. This study used both quantitative and qualitative content analysis to examine the values expressed in online communication (specifically, the 140-character posts on Twitter known as "tweets") by individuals who identified as homeless in their Twitter profiles. They were compared to the values expressed in the tweets of other stakeholders related to the issue of homelessness, including support organizations and homeless advocates, as well as a comparison group of individuals who did not identify with homelessness in their Twitter profiles. A key contribution of this study is an empirically tested coding manual for identifying salient values of Twitter users through their tweets. The application of this coding manual to Twitter users' timelines of tweets helped to characterize the ways in which values emerge from online communication, highlighting differences between the values expressed by individuals and organizations on Twitter. The study also showed how Twitter users' self-presentation of their online profiles relates to their expressions of values. These findings show how the role of values in one's self-presentation online leads to important implications for the design of sociotechnical systems and for raising awareness about the intersection of technology use and homelessness in the 21st century. These insights are necessary for understanding information technology use by individuals who are relevant but often absent from the development of new information technologies.