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The Geography of Digital Literacy: Mapping Communications Technology Training Programs in Austin, Texas

The Geography of Digital Literacy: Mapping Communications Technology Training Programs in Austin, Texas

Stuart Davis, Lucia Palmer, Julian Etienne
Copyright: © 2016 |Pages: 14
ISBN13: 9781466687400|ISBN10: 1466687401|EISBN13: 9781466687417
DOI: 10.4018/978-1-4666-8740-0.ch022
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MLA

Davis, Stuart, et al. "The Geography of Digital Literacy: Mapping Communications Technology Training Programs in Austin, Texas." Handbook of Research on Comparative Approaches to the Digital Age Revolution in Europe and the Americas, edited by Brasilina Passarelli, et al., IGI Global, 2016, pp. 371-384. https://doi.org/10.4018/978-1-4666-8740-0.ch022

APA

Davis, S., Palmer, L., & Etienne, J. (2016). The Geography of Digital Literacy: Mapping Communications Technology Training Programs in Austin, Texas. In B. Passarelli, J. Straubhaar, & A. Cuevas-Cerveró (Eds.), Handbook of Research on Comparative Approaches to the Digital Age Revolution in Europe and the Americas (pp. 371-384). IGI Global. https://doi.org/10.4018/978-1-4666-8740-0.ch022

Chicago

Davis, Stuart, Lucia Palmer, and Julian Etienne. "The Geography of Digital Literacy: Mapping Communications Technology Training Programs in Austin, Texas." In Handbook of Research on Comparative Approaches to the Digital Age Revolution in Europe and the Americas, edited by Brasilina Passarelli, Joseph Straubhaar, and Aurora Cuevas-Cerveró, 371-384. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8740-0.ch022

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Abstract

Building off of Straubhaar, Spence, Tufecki, and Lentz's Inequity in the Technopolis: Race, Class, Gender, and the Digital Divide in Austin, TX (2013), a ten-year study of how social, cultural, and economic tensions in Austin have been buried under the city's highly lauded model of technology-led development, this chapter discusses three programs that attempt to promote different forms of media and technology training within the city. Adapting a definition of “digital literacy” theorized by Jenkins (2009) that emphasizes competency, capacity, and empowerment, we examine how these programs present disparate yet potentially compatible approaches for harnessing the transformational potential of information and communication technologies (ICTs) within underrepresented, marginalized, or at-risk populations.

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