Kiley Larson, Erin Bradley, Cecilia Ackerman, & Richard Arum

About Kiley Larson, Erin Bradley, Cecilia Ackerman, & Richard Arum

Kiley Larson joined New York University's Digital Media and Learning Research Hub as a Postdoctoral Researcher in 2011. Broadly, her research examines the ways in which people attach meanings to the use of technologies and how those meanings are connected to their socio-historical contexts. Most recently, Kiley has studied the communicative practices of young adults in a university setting as they negotiated the use of new technologies in forming and maintaining romantic and/or sexual relationships. She has also examined how rural Kansans developed understandings of internet use in their everyday lives and how those understandings related to larger (sub)urban/rural inequalities in internet-based technology use.

Erin Bradley is the Project Manager for NYU's Connecting Youth: Digital Learning Research Project. Prior to her work on the Connecting Youth team, she worked as a research assistant on the Consortium on Chicago School Research's YOUmedia project. Erin received a B.A. in History and Hispanic Studies from Illinois Wesleyan University, and an M.A. in Social Service Administration from the University of Chicago.

Cecilia Ackerman received an M.A. in Social Science from the University of Chicago and a B.A. in Anthropology and Studio Art from the University of Vermont. Her research interests include interdisciplinary education, visual studies, and the history of science and technology. She has worked with youth in service-learning programs at NGOs in Mexico and Peru, and in museum education programs for South Side Chicago public schools.

Richard Arum is a professor in the Department of Sociology at New York University, with a joint appointment in the Steinhardt School of Education, as well as Interim Director of the Institute for Human Development and Social Change.  He is also Director of the Education Research Program of the Social Science Research Council, where he oversaw the development of the Research Alliance for New York City Schools, a research consortium designed to conduct ongoing evaluation of the New York City public schools. He is coauthor of Academically Adrift: Limited Learning on College Campuses (University of Chicago Press, 2011), the author of Judging School Discipline: The Crisis of Moral Authority in American Schools (Harvard University Press, 2003), and co-editor of comparative studies on: expansion, differentiation and access to higher education in fifteen countries, Stratification in Higher Education: A Comparative Study (Stanford University Press, 2007); school discipline, Improving Learning Environments: School Discipline and Student Achievement in Comparative Perspective (Stanford University Press, 2012); and self-employment, The Reemergence of Self-Employment: A Comparative Study of Self-Employment Dynamics and Social Inequality (Princeton, 2004). Arum received a Masters of Education in Teaching and Curriculum from Harvard University, and a Ph.D. in Sociology from the University of California, Berkeley.



Author Archive | Kiley Larson, Erin Bradley, Cecilia Ackerman, & Richard Arum

School and community partnerships, Kiley-Larson et al., JODML summer 2016

Connecting Schoolwork to Communities: Youth Voice, Civic Engagement, and Digital Literacy

JODML-article-icon-purple-35This case study illustrates the success and struggles of educators are they work to spark youth interest in civic engagement and classroom-based learning.

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