RM Winter 2017

Journal of Media Psychology, 26 (4), 155-160. doi: 10.1027/1864-1105/a000124

technology usage among adolescents will continue to flourish as new technologies continue to develop (Cotton et al., 2014). Avoidance of technology is not a viable option for literacy teachers, and it is important that they familiarize themselves with the technology mediums, as well as how their students are using them (Adams, 2012; Rosen et al., 2013). Failing to do so may perpetrate “a heightened risk of digital exclusion” among students (Hynan, Murray, & Goldbart, 2014, p. 182). From a literacy perspective, teachers should view media multitasking and social media as significant elements within a virtual “participatory culture” (Jocson & Rosa, 2015, p. 374) where students “identities, knowledges, and interests are deeply connected” (Omerbaišić, 2015, p. 480). Through media multitasking and participation in social media outlets, adolescents stay engaged with constant social interactions, which play a significant role in shaping their own identity, as well as their need for associating with others (Pini, Musanti, & Pargman, 2014). With this in mind, literacy teachers must attend to the “language . . . , engagement, learning, and social connections”within these virtual spaces (Jocson & Rosa, 2015, p. 374) while also being sensitive to unique cultural considerations and practices (Pini et al., 2014). References Adams, J. (2012). Make learning matter for the multitasking generation. Middle School Journal, 43 (3), 6-12. Retrieved from http://www.amle.org/ServicesEvents/ MiddleSchoolJournal/tabid/175/Default.aspx Baumgartner, S. E., Weeda, W. D., van der Heijden, L. L., & Huizinga, M. (2014). The relationship between media multitasking and executive function in early adolescents. Journal of Early Adolescence, 34 (8), 1120-1144. doi:10.1177/0272431614523133 Bruce, D. L. (2015). Re-constructing and re-presenting teenagers: Using media literacy to examine cultural constructions of adolescents. English Journal, 104 (3), 68-74. Retrieved from http://www.ncte.org/journals/ej Buckley, M. (2014). Turning the digital corner: Re-envisioning literacy learning in the digital era. Ohio Journal of English Language Arts, 54 (2), 7-15. Retrieved from http://www.octela.org/ojela.html Cardoso-Leite, P., Green, C. S., & Bavelier, D. (2015). On the impact of new technologies on multitasking. Developmental Review, 35 , 98-112. doi:10.1016/j. dr.2014.12.001 Casey, G. (2013). Social media in the classroom: A simple yet complex hybrid environment for students. Journal of Educational Multimedia and Hypermedia, 22 (1), 5-24. Retrieved from http://editlib.org/j/JEMH/v/22/n/1 Amicucci, A. N. (2014). How they really talk. Journal of Adolescent & Adult Literacy, 57 (6), 483-491. doi:10.1002/jaal.274

Cotten, S. R., Shank, D. B., & Anderson, W. A. (2014). Gender, technology use and ownership, and media-based multitasking among middle school students. Computers in Human Behavior, 35 , 99-106. doi:10.1016/j.chb.2014.02.041 Courage, M. L., Bakhtiar, A., Fitzpatrick, C., Kenny, S., & Brandeau, K. (2015). Growing up multitasking: The costs and benefits for cognitive development. Developmental Review, 35 , 5-41. doi:10.1016/j.dr.2014.12.002 Crowley, B. (2014, October). What digital literacy looks like in a classroom. Education Week: Teacher. Retrieved from http://www.edweek.org/tm/ articles/2014/10/29/ctq_crowley_digitalliteracy.html Cyr, B., Berman, S. L., & Smith, M. (2015). The role of communication technology in adolescent relationships and identity development. Child Youth Care Forum, 44 , 79-92. doi: 10.1007/s10566-014-9271-0 Ewen, J. B., Moher, J. S., Lakshmanan, B. M., Ryan, M., Xavier, P., Crone, N. E., & ... Mahone, E. M. (2012). Multiple task interference is greater in children with ADHD. Developmental Neuropsychology, 37 (2), 119-133. doi:10.1080/87565641.2011.63 2459 Fewkes, A. M., & McCabe, M. (2012). Facebook: Learning tool or distraction?. Journal of Digital Learning in Teacher Education, 28( 3), 92-98. Retrieved from http://files.eric.ed.gov/fulltext/EJ972449.pdf Fitton, V. A., Ahmedani, B. K., Harold, R. D., & Shifflet, E. D. (2013). The role of technology on young adolescent development: Implications for policy, research and practice. Child & Adolescent Social Work Journal, 30 (5), 399-413. doi:10.1007/ s10560-013-0296-2 Gunter, G., & Kenny, R. (2008). Digital booktalk: Digital media for reluctant readers. Contemporary Issues in Technology & Teacher Education, 8 (1), 84-99. Retrieved from http://www.citejournal.org/vol8/iss1/currentpractice/article1.cfm Hynan, A., Murray, J., & Goldbart, J. (2014). ‘Happy and excited’: Perceptions of using digital technology and social media by young people who use augmentative and alternative communication. Child Language Teaching and Therapy, 30 (2), 175- 186. doi:10.1177/0265659013519258 International Society for Technology in Education. (2015). ISTE standards for students. Retrieved from http://www.iste.org/standards/iste-standards/ standards-for-students Erikson, E. H. (1968). Identity, youth, and crisis . New York, NY: W. W. Norton.

Reading Matters Technology Matters

Jocson, K., & Rosa, J. (2015). Rethinking gaps. Journal of Adolescent & Adult Literacy, 58 (5), 372-374. doi:10.1002/jaal.368

Klorer, P. G. (2009). The effects of technological overload on children: An art therapist’s perspective. Art Therapy: Journal of the American Art Therapy Association, 26 (2), 80-82. Retrieved from http://files.eric.ed.gov/fulltext/ EJ877034.pdf Lenhart, A., Duggan, M., Perrin, A., Stepler, R., Rainie, L., & Parker, K. (2015). Teens, Social Media & Technology Overview 2015. Retrieved from http://www. pewinternet.org/files/2015/04/PI_TeensandTech_Update2015_0409151.pdf

Chandler-Olcott, K. (2013). Expanding what it means to make evidence-based claims. Journal of Adolescent & Adult Literacy, 57 (4), 280-288. doi:10.1002/jaal.252

Cingel, D. P., & Krcmar, M. (2014). Understanding the experience of imaginary audience in a social media environment: Implications for adolescent development.

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