Document Type

Article

Publication Date

Fall 2016

Publication Title

Journal of Literacy and Technology

ISSN

1535-0975

Volume

17

Issue

3

Abstract

In this paper, we examine the processes, struggles, and interactions that shape the coconstruction of digital literacy programs and research for African American and Latinx parents and children in the South. The guiding questions of this piece are: (1) What do African American and Latinx1 participants’ counter-stories tell us about place-space and raced literacies? and (2) How do we, as digital literacy researchers, negotiate and co-construct counter narratives in institutional spaces? We draw on analytic reflexivity tools (Anderson, 2006) to describe how our positionalities as researchers/practitioners of color collaborate with multiple stake-holders in the design and implementation of community and school-based digital media projects for African American and Latinx parents and students. Within these contested spaces are distinct binaries of social, political, historical, and cultural literacies that resound in our digital literacy research in communities where we (the researcher-practitioners) are often positioned as cultural insiders.

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