A novel approach to STEAM learning that engages students from historically marginalized communities in culturally relevant and inclusive maker education. The growing maker movement in education has become an integral part of both STEM and STEAM learning, tapping into the natural DIY inclinations of creative people as well as the educational power of inventing or making things. And yet African American, Latino/a American, and Indigenous people are underrepresented in maker culture and education. In this book, Nettrice Gaskins proposes a novel approach to STEAM learning that engages students from historically marginalized communities in culturally relevant and inclusive maker education. Techno-vernacular creativity (TVC) connects technical literacy, equity, and culture, encompassing creative innovations produced by ethnic groups that are often overlooked. TVC uses three main modes of activity: reappropriation, remixing, and improvisation. Gaskins looks at each of the three modes in turn, guiding readers from research into practice. Drawing on real-world examples, she shows how TVC creates dynamic learning environments where underrepresented ethnic students feel that they belong. Students who remix computationally, for instance, have larger toolkits of computational skills with which to connect cultural practices to STEAM subjects; reappropriation offers a way to navigate cultural repertoires; improvisation is firmly rooted in cultural and creative practices. Finally, Gaskins explores an equity-oriented approach that makes a distinction between conventional or dominant pedagogical approaches and culturally relevant or responsive making methods and practices. She describes TVC habits of mind and suggests methods of instructions and projects.

A novel approach to STEAM learning that engages students from historically marginalized communities in culturally relevant and inclusive maker education. The growing maker movement in education has become an integral part of both STEM and STEAM learning, tapping into the natural DIY inclinations of creative people as well as the educational power of inventing or making things. And yet African American, Latino/a American, and Indigenous people are underrepresented in maker culture and education. In this book, Nettrice Gaskins proposes a novel approach to STEAM learning that engages students from historically marginalized communities in culturally relevant and inclusive maker education. Techno-vernacular creativity (TVC) connects technical literacy, equity, and culture, encompassing creative innovations produced by ethnic groups that are often overlooked. TVC uses three main modes of activity: reappropriation, remixing, and improvisation. Gaskins looks at each of the three modes in turn, guiding readers from research into practice. Drawing on real-world examples, she shows how TVC creates dynamic learning environments where underrepresented ethnic students feel that they belong. Students who remix computationally, for instance, have larger toolkits of computational skills with which to connect cultural practices to STEAM subjects; reappropriation offers a way to navigate cultural repertoires; improvisation is firmly rooted in cultural and creative practices. Finally, Gaskins explores an equity-oriented approach that makes a distinction between conventional or dominant pedagogical approaches and culturally relevant or responsive making methods and practices. She describes TVC habits of mind and suggests methods of instructions and projects.

The contributors to Captivating Technology examine how carceral technologies such as electronic ankle monitors and predictive-policing algorithms are being deployed to classify and coerce specific populations and whether these innovations can be appropriated and reimagined for more liberatory ends.

Individuals all over the world can use Airbnb to rent an apartment in a foreign city, check Coursera to find a course on statistics, join PatientsLikeMe to exchange information about one's disease, hail a cab using Uber, or read the news through Facebook's Instant Articles. The promise of connective platforms is that they offer personalized services and contribute to innovation and economic growth, while bypassing cumbersome institutional or industrial overhead. In The Platform Society, Van Dijck, Poell and De Waal offer a comprehensive analysis of a connective world where platforms have penetrated the heart of societies-disrupting markets and labor relations, circumventing institutions, transforming social and civic practices and affecting democratic processes. This book questions what role online platforms play in the organization of Western societies. First, how do platform mechanisms work and to what effect are they deployed? Second, how can platforms incorporate public values and benefit the public good? The Platform Society analyzes intense struggles between competing ideological systems and contesting societal actors-market, government and civil society-raising the issue of who is or should be responsible for anchoring public values and the common good in a platform society. Public values include of course privacy, accuracy, safety, and security, but they also pertain to broader societal effects, such as fairness, accessibility, democratic control, and accountability. Such values are the very stakes in the struggle over the platformization of societies around the globe. The Platform Society highlights how this struggle plays out in four private and public sectors: news, urban transport, health, and education. Each struggle highlights local dimensions, for instance fights over regulation between individual platforms and city governments, but also addresses the level of the platform ecosystem as well as the geopolitical level where power clashes between global markets and (supra-)national governments take place.

How can we best understand the impact of revolutionary technologies on the business cycle, the economy, and society? Why is economics meaningless without history and without an understanding of institutional and technical change? Does the 'new economy' mean the 'end of history'?an we best understand the impact of revolutionary technologies on business organization and the business cycle? These are some of the questions addressed in this authoritative analysis of modern economic growth from the Industrial Revolution to the 'New Economy' of today. Chris Freeman has been one of the foremost researchers on innovation for a long time and his colleague Francisco Louçã is an outstanding historian of economic theory and an analyst of econometric models and methods. Together they chart the history of five technological revolutions: water-powered mechanization, steam-powered mechanization, electrification, motorization, and computerization. They demonstrate the necessity to take account of politics, culture, organizational change, and entrepreneurship, as well as science and technology in the analysis of economic growth. This is an well-informed, highly topical, and persuasive study of interest across all the social sciences.

This accessible, student-friendly book provides a concise overview of the primary debates surrounding the impact and effects of social media. From Facebook, Twitter, and Instagram to Snapchat and TikTok, social media has become part of our everyday experience. However, its proliferation has brought a myriad of serious concerns about the long-term effects of social media on socializing and personal relationships and the impact on well-being and mental health (particularly in relation to children and adolescents), as well as issues linked to information and culture (such as privacy, misinformation, and manipulation). Featuring contributions by leading international scholars and established authorities such as Christian Fuchs, Henry Jenkins, Michael A. Stefanone, and Joan Donovan, editor Devan Rosen brings together key contemporary research from multiple disciplines in order to provide crucial insight into these debates. This book will be an important resource for students and scholars of media and communication, as well as educators, parents, policy makers, and clinicians interested in the impacts of social media.

Politicians, educators and business leaders often tell young people they will need to develop their creative skills to be ready for the new economy. Vast numbers of school leavers enrol in courses in media, communications, creative and performing arts, yet few will ever achieve the creative careers they aspire to. The big cities are filled with performers, designers, producers and writers who cannot make a living from their art/craft. They are told their creative skills are transferable but there is little available work outside retail, service and hospitality jobs. Actors can use their skills selling phone plans, insurance or advertising space from call centres, but usually do so reluctantly. Most people in the ‘creative industries’ work as low-paid employees or freelancers, or as unpaid interns. They put up with exploitation so that they can do what they love. The Creativity Hoax argues that in this individualistic and competitive environment, creative aspirants from poor and minority backgrounds are most vulnerable and precarious. Although governments in the West stress the importance of culture and knowledge in economic renewal, few invest in the support and infrastructure that would allow creative aspirants to make best use of their skills.