Corrigendum

Abstract

The Reading TeacherVolume 70, Issue 3 p. 351-351 CorrigendumFree Access Corrigendum This article corrects the following: Free Play or Tight Spaces? Mapping Participatory Literacies in Apps Jennifer Rowsell, Karen Wohlwend, Volume 70Issue 2The Reading Teacher pages: 197-205 First Published online: May 21, 2016 First published: 17 October 2016 https://doi.org/10.1002/trtr.1545AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat The authors of “Free Play or Tight Spaces? Mapping Participatory Literacies in Apps” in volume 70, issue 2, of The Reading Teacher regret that Jenkins (2009) was not correctly cited and quoted in the final proofs of the article's Connected subsection. The corrected text and the corresponding reference appear below. Connected Apps have connectivity if they link users to digital resources and to sharing on social networks. Participatory literacies are rooted in notions of connected learning, where users not only link to and navigate websites but also learn to participate in online cultures on vast digital networks that host affinity groups (Gee, 2003), in fan communities, or on social media such as Facebook or Twitter. These connections are expected to be reciprocal—members expect that when they post content to these sites, others will respond, comment, like, or follow. Jenkins (2009) defined a participatory culture as a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing creations, and some type of informal mentorship whereby experienced members pass along knowledge to novices. In a participatory culture, members also believe their contributions matter and feel some degree of social connection with one another (at the least, members care about others’ opinions of what they have created). (p. xi) References Jenkins, H. (with Purushotma, R., Weigel, M., Clinton, K., & Robison, A.J.). (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: MIT Press. Volume70, Issue3November/December 2016Pages 351-351 ReferencesRelatedInformation