@article{intel:/content/journals/10.1386/ctl.10.1.43_1, author = "Watson, Vaughn W. M. and Knight, Michelle G. and Jaffee, Ashley Taylor", title = "Beyond #Talking and #Texting: African Immigrant Youth’s Social–Civic Literacies and Negotiations of Citizenship Across Participatory New Media Technologies", journal= "Citizenship Teaching & Learning", year = "2014", volume = "10", number = "1", pages = "43-62", doi = "https://doi.org/10.1386/ctl.10.1.43_1", url = "https://intellectdiscover.com/content/journals/10.1386/ctl.10.1.43_1", publisher = "Intellect", issn = "1751-1925", type = "Journal Article", keywords = "citizenship teaching", keywords = "immigrant education", keywords = "Social Studies education", keywords = "literacy", keywords = "English education", keywords = "new media", keywords = "African immigrants", abstract = "Abstract Researchers increasingly call for examination of the potential of participatory new media technologies to reframe practices of citizenship teaching and learning and civic action. We draw upon a qualitative, interpretive case study of nineteen second- and 1.5-generation African immigrant youths to examine multiple, shifting conceptualizations of citizenship and negotiations of civic identities across diverse local/global, on/offline participatory new media technologies. We point to ‘social–civic’ literacies as emerging and complicating spaces of political literacy, civic identity constructions, and formal/informal citizenship teaching and learning opportunities. We draw implications for productive debate across shifting notions of citizenship, democratic education and participatory new media technologies in English and Social Studies classrooms.", }