Mobilizing learning resources in a transnational classroom: translocal and digital resources in a community technology center

Abstract

Drawing from transnational and activity theory frameworks, this study analyzes the ways translocal flows shape learning in a community technology center serving adult immigrants in the US Southwest. It also explores students' constructions of the transnational nature of the courses they took, where they had access to both online and face-to-face instruction. Findings describe the ways transnational flows shaped relationships between elements in the classroom activity system – in particular, the framing of the online platform as a mediating tool and object of instruction, the roles in the division of labor for local tutors, and the students' construction of remote and local support. Pedagogical implications for adult immigrant education supported by translocal online resources are discussed.

Keywords:

• transnationalism
• activity theory
• adult immigrants
• community technology centers
• digital literacies

Notes on contributor

Silvia Noguerón-Liu is an assistant professor in the Reading, Writing, Children's Literature and Digital Literacy program at the University of Georgia. Her research interests include the nature of access to technology for linguistically diverse students, and the role of digital media in family literacy practices.