Abstract
AbstractAs society becomes increasingly globalized and networked, online participatory cultures provide youth with experiences to foster dispositions and skills required to engage in virtual spaces. This 5‐year longitudinal case study explores the role of affect in the composition practices of an adolescent girl in Scratch, an online programming community. The author applies affect theory to examine why a successful member in a participatory culture would suddenly leave the space where she found success. Findings from this study inform understanding of the role of affect in participatory cultures, including a perceived need to perform. The author provides considerations for literacy educators to foster skills and dispositions necessary for students to engage in sustainable literacy practices in participatory cultures.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
