Twenge et al. (2018). Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen Time.

“Adolescents who spent more time on new media (including social media and electronic devices such as smartphones) were more likely to report mental health issues, and adolescents who spent more time on nonscreen activities (in-person social interaction, sports/exercise, homework, print media, and attending religious services) were less likely.” (p 3)

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Eamer (2014). E-learning for Endangered Languages: What is the State of the Art?

“… it is only via fluent speakers that dying languages can be inter-generationally transmitted in order to once again become the mother tongues of a new generation.” (p 140)

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Pacey (1983). Chapter 1 – Technology: Practice and Culture. (The Culture of Technology.)

“Yet those who operate these levers of power are able to do so partly because they can exploit deeper values relating to the so-called technological imperative, and to the basic creativity that makes innovation possible. This, I argue, is central part of the culture of technology …” (p 12)

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Mander (1991). Seven Negative Points About Computers. (In the absence of the sacred.)

“The real issue is not whether computers can benefit you or your group; the question is who benefits most from the existence of computers in society? The answer suggests that, for all of their small-scale benefits, the largest institutions have far more to gain, and they know it.” (p 68)

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Said (1994). Chapter 1 – Overlapping Territories, Intertwined Histories. (Culture and Imperialism.)

“The wonder of it is that the schooling for such relatively provincial thought and action is still prevalent, unchecked, uncritically accepted, recurringly replicated in the education of generation after generation. We are all taught to venerate our nations and admire our traditions: we are taught to pursue their interests with toughness and in disregard for other societies. A new and in my opinion appalling tribalism is fracturing societies, separating peoples, promoting greed, bloody conflict, and uninteresting assertions of minor ethnic or group particularity.” (p 20)

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Franklin (2004). Coda (The Real World Of Technology).

“One precondition for pressing for systemic changes is an understanding of the ongoing dynamics of technology and power. … For instance, over the unending din of economic rhetoric, we need to speak of what happens to people.” (p 177)

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Franklin (2004). Chapter 8 (The Real World Of Technology).

“It is well to remember that Immanuel Kant saw time and space not as external media within which people move, but as ordering devices of the human mind.” (p 149)

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Franklin (2004). Chapter 7 (The Real World Of Technology).

“… we are not dealing here merely with recasting an old task — that of sending and receiving messages — into a new technological setting. We have to deal with different and quite new social relationships that now superimpose existing ones.” (p 144)

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Chambers (2015). Language Nests as an Emergent Global Phenomenon.

“This literature review demonstrates that approaches to language nest program development and delivery are shaped by many factors such as: Indigenous language status within the community, population size, availability of fluent speakers and early childhood educators, state legislation and funding, and access to materials and resources in the target language.” (p 26)

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Everett-Green (2015). How my neighbourhood looks and sounds in Ojibway.

“In another Spreecast, about learning indigenous languages, Coast Salish teacher Khelsilem Rivers, founder of the Skwomesh Language Academy in Squamish, B.C., said he isn’t interested in language apps, CD-ROMs or anything that involves working from English translations. Fluency is impossible with ‘that English brain controlling things.’ Full immersion is the only way, he said…” (ΒΆ21)

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