At-Risk Learners: Their Contextual and Conversational Options

Abstract

The chapter about at-risk learners focuses on mobile devices as cultural resources. And, it discusses mobile resources for learning. We argue that mobile, cultural resources and learning are two central aspects of the so-called information society. We are mindful that the allocation of the cultural resources of learning, and cultural resources for learning is not based on principles of equity, and we note that it is important to give due consideration to inequity also in the context of school-based learning with mobile resources. As a consequence, children and young people of some socio-cultural milieus are at risk of underachieving in learning in traditional contexts. Our discussion opens with a case study of a young man and his provocative use of mobile videos uploaded to a video platform. The case is analysed by means of the following categories: responsive developmental contexts; generative, personal themes and media use; and learning as a conversational activity. Furthermore, we discuss the didactic option of extending conversational threads from user-generated mobile and convergent contexts into the school. Finally a discussion of empirical research data provides an overview of the availability and use of media in the two social-cultural milieus, in which at-risk learners are most likely to be located.