TY - JOUR
T1 - Cultural repertoires
T2 - 13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count
AU - Searle, Kristin A.
AU - Casort, Teresa
AU - Litts, Breanne K.
AU - Jones Brayboy, Bryan Mckinley
AU - Dance, Sequoia Lynn
AU - Kafai, Yasmin
N1 - Funding Information:
This work was supported by a collaborative research grant (#1623453/1623404) from the National Science Foundation to Bryan Brayboy, Kristin Searle, Breanne Litts, & Yasmin Kafai. Any opinions, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation, Utah State University, Arizona State University, or University of Pennsylvania.
Publisher Copyright:
© ISLS.
PY - 2018
Y1 - 2018
N2 - In this paper, we present an example of culturally-responsive making in the context of developing location-based community stories. Working with members of an Indigenous community in the Southwestern United States, we co-designed and implemented a two-week summer camp in which middle school youth used Augmented Reality and Interactive Storytelling (ARIS), a narrative-based programming tool, to create virtual community tours for the purpose of sharing the information they learned about tribally owned locations with others. We developed case studies of two groups of students who incorporated culture into their community tours of a tribally-owned golf course complex and stadium complex to address the following question: How did small groups of youth conceptualize culture and how did they integrate it into their community tours? In the discussion, we address what can we learn from youths’ design processes and completed products about designing culturally responsive learning experiences.
AB - In this paper, we present an example of culturally-responsive making in the context of developing location-based community stories. Working with members of an Indigenous community in the Southwestern United States, we co-designed and implemented a two-week summer camp in which middle school youth used Augmented Reality and Interactive Storytelling (ARIS), a narrative-based programming tool, to create virtual community tours for the purpose of sharing the information they learned about tribally owned locations with others. We developed case studies of two groups of students who incorporated culture into their community tours of a tribally-owned golf course complex and stadium complex to address the following question: How did small groups of youth conceptualize culture and how did they integrate it into their community tours? In the discussion, we address what can we learn from youths’ design processes and completed products about designing culturally responsive learning experiences.
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M3 - Conference article
AN - SCOPUS:85053937519
SN - 1814-9316
VL - 2
SP - 697
EP - 704
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
IS - 2018-June
Y2 - 23 June 2018 through 27 June 2018
ER -