The revelations in 2016 that social media platforms like Facebook and Twitter had been used in the presidential election to deliberately spread false information or what has become known as “fake news” through online social networks provokes a discussion about what role schools can play in building a more informed citizenry. The Facebook scandal involving the political consulting firm Cambridge Analytica further exposed the dangers of the connected world. Developments like these highlight the urgent need for schools to assume a greater role in helping young people understand the economics and politics of the Internet. Regarding the former, young people must cultivate a better understanding of how virtually everything they do online from posting pictures, to liking a video, to searching for a product is data that can be used to profile them and monetize their digital identities and practices. Regarding the latter, young people must cultivate a better understanding of how their online activities can expose them to political communication that is deliberately misleading and undermines the core principles of democracy. Whereas the former—the economics of the Internet—raise concerns about the monetization of data the latter—the politics of the Internet—raise concerns about the weaponization of data. Consequently, schools should not only be teaching students how to search, design, or code. Schools should also be teaching students how to think critically about how the algorithms built by coders shape our digital media practices specifically and our lives more generally.
Issues like these expand how schools and society should be thinking about what it means to be literate and high functioning in the digital world. Tool literacy involves learning how to use computers and software. Information literacy includes learning how to manage and navigate the flurry of information available in a connected world. Design literacy highlights the need to be able to make tech tools and information actionable. Critical literacy points to the need to comprehend the functions and implications of a rapidly evolving digital economy and society. And data literacy includes the preparation of citizens who better understand the data-driven policies of tech companies and how they affect society. These components are distinct and mark an increasingly complex spectrum of digital literacies.
The Changing Landscape of Internet Access
Among the students in our in-depth study, access to the Internet ranged from the conventional to the nonconventional. A small fraction of the families were technology rich and maintained reliable access to broadband. For example, in Jasmine’s lower-middle-class African American household, she and other family members—mother, father, and younger brother—each owned an Internet-enabled mobile device. There were several computers in the household. In addition to her laptop, Jasmine owned a smartphone and went online regularly from home. Jack, one of the few white students in our sample, also lived in a tech-rich environment. Compared with the majority of students in our in-depth case studies, Jack lived in an affluent household. Jack’s mother and father worked in professional occupations. Although his parents were divorced they provided him with abundant technology. Jack was the only student who owned an iPad in our sample. He used the tablet to play games, though he did download a couple of textbooks for school. He also owned a smartphone and used it frequently at school to Facebook with friends, play games, and go online.
Many of the families in our study resided on the opposite end of the technology ownership and broadband access spectrum. Take Kyle and his family, for instance. They were poor and constantly on the move. During our year in Freeway the family was hit hard by a devastating fire, which made their meager financial circumstances especially dire. When we met Kyle, his family had resettled in a multigenerational household where he shared a sofa bed with his thirty-two-year-old uncle. There was only one computer in the household, and it was an outdated PC. The phone that Kyle owned was limited to texting. In this familial environment, broadband Internet was a luxury that simply could not be considered. Kyle’s home environment was similar to that of a number of students in our study, in that it did not afford the opportunity to cultivate the online social and digital capital that fuel deeper and more diverse forms of engagement in digital media and participatory cultures.
Amina faced similar challenges. She and her mother moved frequently. Amina grew up in Rochester, New York, and moved to Austin in her junior year. She spent her sophomore year in Ethiopia living with an aunt. Her family is ethnically Ethiopian and Amina spoke Amharic. During our yearlong fieldwork at Freeway, a conflict with her mother forced Amina to move in with a friend’s family for a brief period of time. Her mother went back to school, determined to shore up her postsecondary credentials and opportunities for more meaningful employment. As a result, Amina became a breadwinner as income from her job as a restaurant worker helped support basic household expenses. From time to time she also had to provide childcare for her two-year-old sibling. Through all of this Amina took AP courses and maintained aspirations for college.
By the end of the school year she moved into an apartment with a female acquaintance, starting her transition to young adulthood much earlier than most people her age (eighteen). They both worked in low-wage service occupations, and the struggle to make rent, utilities, and other necessary expenses made broadband Internet a luxury. In cases like Amina’s, a mobile data plan was the most reliable form of Internet access. But as we discuss below and in chapter two, mobile-only access limits the range of activities and kinds of media and production literacy skills that young people develop.
Parental Persistence
During our time in the school the economic recovery from the Great Recession was plodding along slowly for lower-income households. Faced with limited prospects for meaningful employment, many of the families experienced periodic disruptions in their home Internet access. Still, most families managed to offer some degree of access to computers and the Internet at home. Diego’s family experience was not atypical among our study participants.
Diego was a senior, smart, and deep into games. (In chapter six we discuss his games-based interests and activities in detail.) He and his younger brother lived in a Spanish-language-dominant household. They spent weekdays with their mother and weekends with their father. When it was a struggle to keep up with rent and utilities, Diego’s mother would opt to overlook the monthly payment for Internet service. Diego described the times without home Internet as frustrating, “because you feel disconnected from the world,” he told one of our researchers.
Most of the parents in our study worked in lower-wage, lower-status service occupations. Still, nearly all of them placed substantial value on digital media and made sacrifices to ensure greater access to computers, the Internet, and mobile devices in their home. Parents overwhelmingly viewed the Internet as a necessary bridge to educational enrichment and better future opportunities. As one mother told us, “You have to know how to use computers in today’s world. If you don’t it’s really hard to find a good job.”
Diego’s mother illustrates the parental sacrifices that we observed. She spoke very little English and worked in a middle school cafeteria. Though it was a constant struggle she insisted on trying to keep up with the monthly payments for home Internet access. Diego often joked about how little his mother used technology. “She has no idea how to use Facebook,” he noted during a conversation with one of our researchers. Further, she did not use a mobile phone. Still, she had a full appreciation of how important technology was in the lives of her two sons and worked diligently to provide them access to a computer and the Internet at home. She patiently saved money and was able to surprise Diego with a brand new iPhone for Christmas. When he showed one of our researchers the phone after the holiday break, his eyes still sparkled from the elation the unexpected gift stirred.
One aspect of life in the digital edge that is little noticed is the extraordinary effort that some parents display to secure a richer technology and literacy environment for their children. No one needs to tell these parents that technology is important in education and the paid labor force. They understand better than most how low educational attainment or a lack of knowledge about computers and the digital economy limits your prospects for higher-wage, higher-status employment and social mobility. How these parents persist to create a more favorable media, technology, and literacy environment for their children deserves more detailed attention than even we give to the matter. Faced with limited financial resources, these parents make