Jennifer D'haem Kobrin
Datos Biográficos
| ID | 7528150 |
|---|---|
| NOMBRE | Jennifer D'haem Kobrin |
| NOMBRES | Jennifer D'haem |
| APELLIDO | Kobrin |
| FIRMA | KOBRIN J D H |
| AFILIACIONES | University of Pennsylvania Philadelphia Pennsylvania USA |
| ORCID | 0009-0002-7513-6626 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2024 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Older adults learning technology in nonformal settings
This scoping review explored the characteristics, instructional approaches, and challenges of nonformal technology programmes for older adults in the empirical literature from 2004 to 2024. Taking a sociocultural perspective on older adult learning and technology, we argued for the need to understand the settings in which learning occurs to advance more nuanced, asset-based research, especially due to the complexities of digital literacy practice…
‘I'm a resourceful person and I ask questions everywhere I go
This article focuses on the experiences of adult job seekers in a community technology center, primarily exploring three cases. In adult education, the term digital literacy has been used to refer to technical skills, reflecting a hierarchical framing of learning that positions technologies as neutral tools. Drawing from a sociomaterial perspective, I explore the broader range of adaptive literacy practices emerging for adult job seekers as they …
Identity, positioning, and platforms
Requests by education and workforce‐related technologies to reveal intimate aspects of adult learners' identities have become a common practice in a platform society, where personal information is monetized for “free” products and services. This article uses a sociomaterial lens to investigate how an older job seeker in a community technology center positioned her identity in and through a variety of literacy practices as she engaged with technol…
Sin obras prominentes en esta página.
Identity, positioning, and platforms
Requests by education and workforce‐related technologies to reveal intimate aspects of adult learners' identities have become a common practice in a platform society, where personal information is monetized for “free” products and services. This article uses a sociomaterial lens to investigate how an older job seeker in a community technology center positioned her identity in and through a variety of literacy practices as she engaged with technol…
‘I'm a resourceful person and I ask questions everywhere I go
This article focuses on the experiences of adult job seekers in a community technology center, primarily exploring three cases. In adult education, the term digital literacy has been used to refer to technical skills, reflecting a hierarchical framing of learning that positions technologies as neutral tools. Drawing from a sociomaterial perspective, I explore the broader range of adaptive literacy practices emerging for adult job seekers as they …
Older adults learning technology in nonformal settings
This scoping review explored the characteristics, instructional approaches, and challenges of nonformal technology programmes for older adults in the empirical literature from 2004 to 2024. Taking a sociocultural perspective on older adult learning and technology, we argued for the need to understand the settings in which learning occurs to advance more nuanced, asset-based research, especially due to the complexities of digital literacy practice…
Literacy (3 obras) · Pedagogy (2 obras) · Political science (2 obras) · Public relations (2 obras) · Technology Use by Older Adults (2 obras) · Youth Education and Societal Dynamics (2 obras) · Adult education (1 obras) · Adult literacy (1 obras) · Agency (philosophy (1 obras) · Aging and Gerontology Research (1 obras)