Girls’ relationships with digital technologies are often complicated by competing narratives. Girls are told that digital technologies are a gender neutralizer or savior; this is a common argument of 1990s’ cyberfeminism that “celebrated digital
Exploring Girlhood Identity in Technology Camp
Jen England and Robert Cannella
Laurel Hart, Pamela Lamb, and Joshua Cader
How might online communities and networked technologies foster nonviolence for girls and young women? Which technologies might generate greater accessibility to knowledge, and communities of support, in order to help girls and young women overcome
Embodiment Technologies in Science/Fiction
by media practitioners at the University of Southern California's Institute for Creative Technologies (ICT). With a little help from artificial intelligence (AI), the ICT can now generate a “photorealistic, interactive 3-D character from a human
Ethical Participatory Visual Research with Girls
Astrid Treffry-Goatley, Lisa Wiebesiek, Naydene de Lange, and Relebohile Moletsane
Digital and social networking technologies have transformed media production and distribution from an exclusive professional practice to a more organic and interactive peer-to-peer media culture. New participatory visual methods in research often
Are Helplines Useful?
Communication technologies such as social and mobile media are considered useful in contributing to breaking down barriers of access to mainstream media platforms such as TV, radio, and newspapers, thereby increasing social and political
Girls and Technologies of Nonviolence
, the application of these technologies to addressing pressing global concerns such as violence toward girls and women (in universities, on the streets, in schools, and so on) is vastly under realized. Indeed, much of the work to date on mobile and
Video Visitation as a Form of Surveillance Technology and Its Effect on Incarcerated Motherhood
This article argues that the implementation of video visitation in correctional facilities is a mechanism of control used to enact punitive measures for regulating mothers who act outside the dominant paradigms of motherhood. Because prisons were designed to surveil and mothers have historically been surveilled by institutions, incarcerated mothers are often overlooked when we discuss the surveillance methods used to keep institutionalized motherhood intact. This article builds on existing scholarship characterizing surveillance technology’s role in criminalizing poor mothers of color, and considers the ways in which surveillance technology is used to normalize these mothers during their incarceration. Applying a Foucauldian framework, this article explores how adapting Video Visitation (VV)—a Skype-like video chat program—enables correctional facilities to extend the role of “watcher” and expand the panoptic gaze, which prompts mother-to-mother surveillance and intensifies self-surveillance. The article concludes by drawing attention to VV’s structure and its ability to expand correctional facilities’ surveillance to the children of incarcerated mothers.
A Comparative Approach
The world is fast becoming increasingly digital, networked, and mobile. The use of mobile devices is a growing educational trend and determines how knowledge is taught and used when teaching and learning. This article presents the results of a comparative analysis of web and mobile educational content, which focuses on instructional issues that affect learning in a mobile context—namely, length, density, complexity, purpose, and structure. It then demonstrates that mobile content is shorter, denser, and more complex than the content of other types of educational media, and it proposes a critical assessment of how such content should be designed.
Modernist Aesthetics and American Underground Film
task of the poet is to get others ready to survive their daily encounters with the crowd (and with machine technology). His mission is to drill individuals beforehand, so that they will not be caught unawares when they come into contact with external
Alexander König and Daniel Bernsen
Mobile devices enable pupils to decode edificial remains and symbols by spontaneously accessing additional information electronically. This article provides guidelines for mobile learning in history on the basis of mobility and enquiry- and design-based learning. The authors explore ways in which pupils may use their mobile devices to create innovative forms of collaboratively generated products like digital stories or geocaches. By drawing on social networks in order to promote discussion and publications, such products entail social participation and commitment. Mobile history learning also helps pupils to understand public debates about history, memory, and identity.