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001 9910306634603321
005 20190121
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100   $a20190121d||||      uy              
101 0 $aeng
135   $auuuuu---auuuu
200 10$aDigital Media and Technology in Afterschool Programs, Libraries, and Museums
210   $aCambridge$cThe MIT Press$d2011
215   $a1 online resource (96) 
311   $a0-262-29476-1 
327   $aYouth programs in educational, cultural, and civic organizations : a loosely connected field -- Root of afterschool programs, libraries, and museums : progressive era reforms and youth development -- Youth programs and the challenge of digital media and technology afterschool programs : intermediary spaces for learning -- Digital media and technology afterschool : extended, enriched, and intentional learning -- Libraries and museums : facilitating access to media and culture -- Youth services in libraries and museums conclusion : from a fragmented field to a learning ecology.
330   $aAn investigation of how three kinds of youth organizations have integrated digital practices into their programs.Digital media and technology have become culturally and economically powerful parts of contemporary middle-class American childhoods. Immersed in various forms of digital media as well as mobile and Web-based technologies, young people today appear to develop knowledge and skills through participation in media. This MacArthur Report examines the ways in which afterschool programs, libraries, and museums use digital media to support extracurricular learning. It investigates how these three varieties of youth-serving organizations have incorporated technological infrastructure and digital practices into their programs; what types of participation and learning digital practices support; and how research in digital media and learning can contribute to better integration of technology within and across these organizations. The authors review a range of programs (including the long-running Computer Clubhouse movement, established in 1993 in partnership with MIT's Media Lab), and then use the idea of ?media ecologies? to investigate the role that digital media play (or could play) in these ?intermediary spaces for learning.? They call for less anecdotal, more empirical and methodologically sound studies to help us understand the affordances of digital media for learning within and across these programs; for research focused on the relationship between digital media and the effectiveness of youth-serving organizations; and for further study of schools within childhood media ecologies.
606   $aEducational equipment & technology, computer-aided learning (CAL)$2bicssc
615  7$aEducational equipment & technology, computer-aided learning (CAL)
676   $a370.15/2
700   $aHerr Stephenson$b Becky$4aut$0972852
702   $aRhoten$b Diana$4aut
702   $aPerkel$b Dan$4aut
702   $aSims$b Christo$4aut
906   $aBOOK
912   $a9910306634603321
996   $aDigital Media and Technology in Afterschool Programs, Libraries, and Museums$92213150
997   $aUNINA