ABSTRACT
In the study of culture and diversity in literacy education, a significant body of research has documented the cultural and linguistic resources that young people of immigrant backgrounds derive from their home and community experiences, especially experiences that have historically been devalued in the classroom, with the aim to develop ways to leverage these resources for school-based learning (Gonzáles, Moll, and Amanti 2005; Gutiérrez, Morales, and Martinez 2009; Moje 2007; Pacheco 2012). Many of these studies have highlighted the importance of social networks, and the transnational nature of these networks, for the exchange of resources in the households and providing the diversity of knowledge to which children are exposed (Gonzáles, Moll, and Amanti 2005; Lam and Warriner 2012; Moje et al. 2004). Some recent studies have begun to
explore the role of communication technologies in facilitating immigrants’ social networks across countries by showing the transnational positioning of immigrant youth in their online language and literacy practices.
