Smartphone use among youth with refugee experiences : affordances and constraints

The purpose of this study was to explore the role of digital tools for developing features of language and literacy practices and social “integration” of youth with refugee experiences in an ethnically diverse neighbourhood in Surrey, British Columbia. The study examined the affordances and constraints of smartphones (and social media) for enhancing literacy learning and facilitating “integration” (i.e., positive social connections and a sense of belonging) in the local community. The theoretical frameworks employed were Bronfenbrenner’s ecological systems (1979, 2001), multiliteracies (New London Group, 1992), and multimodality (Kress, 1996). The research design was a multiple case study, with data collected through semi-structured interviews, observations, and multimodal artifact creations. Data were analyzed using a constant comparative method as described by Taylor and Bogdan (1984), as well as Rose’s visual methodology (2016). Findings revealed that smartphones can help to deepen literacy capacities, and learn new words and information; however, they do not replace the role of teachers, mentors, and others that they trust in their language and literacy development. Additionally, smartphones assist youth to interact with people in multiple ways, expose them to various elements of culture and values, and express emotions around their transition to Canada, nevertheless, they can inadvertently be subjected to contrasting values and spend more time than intended on their screens. The study offers a deeper understanding of the ways that smartphones can afford and constrain the “integration” of youth with refugee experiences and developing features of their language and literacy learning in classroom, family, and community settings.