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EDFD 460
Resource List for the Digital Ethnography
Dr. Nicholas Wysocki

NOTE: The Word version of this document must be uploaded to the D2L Assignment Box and a PDF version of this document
gets uploaded to your Digital Ethnography.

URL of First Source: Content Area Standards

https://edocs.dhs.state.mn.us/lfserver/Public/DHS-7596A-ENG https://education.mn.gov/mde/dse/stds/
List here 3-4 of those standards, and/or benchmarks of those standards, that you feel could be met by making use of
your learners’ prior knowledge, experiences, activities, interests, etc.

M1.3 Imitates use of at least one number or word.

L2.7 uses sounds, signs, words, phrases, for desires and interests.

5.0.3.5.1 Share artwork based on personal preference.

3.1.3.1 Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole,
parts of a set, points on a number line, or distances on a number line.

APA Citation of Second Source

PBS Learning Media. (2024, January 3). Professional development: Funds of knowledge.
https://wisconsin.pbslearningmedia.org/resource/dsl22-sci-ets-fundsofknowledge-en/professional-development-funds-of-
knowledge/

 Who is the author of this second source? What is the author’s credibility (author's education, expertise, or experience on the
topic)? Alex Mejia is an associate professor of engineering education.

 How does this author describe the concept of “Funds of Knowledge?” He explains funds of knowledge as existing cultural
knowledge and skills present in an individual’s household, community, and culture.
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 What are 4 strategies suggested by the author to use learner’s Funds of Knowledge in the elementary or early childhood setting?
o Strategy 1: Build trust with the youth, families, and community you work with. A way I could do this build trust with
parents is by having them come to the room and help. A way I could build trust with the students telling them about myself.
o Strategy 2: Provide a culture that is a safe learning environment based on mutual respect and understanding.
o Strategy 3: discover what youth bring to the classroom. Once you discover it value it.
o Strategy 4: It is important to share your own funds knowledge and have them share their own ideas of it.

SEE NEXT PAGE

APA Citation of Third Source
(Provide the APA citation of a source that examines the concept of Funds of Knowledge in elementary or early childhood settings)

Project, G. F. R. (2019a, April 1). Funds of knowledge. Medium. https://medium.com/familyengagementplaybook/gfrp-funds-of-

knowledge-
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 Who is the author of this third source? What is the author’s credibility (author's education, expertise, or experience on the
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topic)? This author is in the education field.

 How does this author describe the concept of “Funds of Knowledge?”
Funds of Knowledge applies the knowledge and skills of daily household routines to create meaningful and innovative
approaches to classroom teaching and learning.
 What are 4 strategies suggested by the author to use learner’s Funds of Knowledge in the elementary or early childhood setting?
o Strategy 1: Parents and teachers can get together and talk about a subject like math and discuss not only the content of
problems, but their values, and the reasoning behind them.
o Strategy 2: Facilitators structure these conversations as co-equal teaching and learning activities.

o Strategy 3: Parents and teachers can join together in workshops that focus on the connection between academic subjects and
real-world activities.

o Strategy 4: Teachers also change the nature of the discussions in study groups and explore not only how school math is
taught, but also how to connect every day and academic mathematics.

APA Citation of Fourth Source

(Provide the APA citation of a source that examines how to engage in culturally relevant or responsive teaching in the
elementary or early childhood settings)

National Association for the Education of Young Children. (n.d.-a). Culturally responsive strategies to support young children with
challenging behavior. NAEYC. https://www.naeyc.org/resources/pubs/yc/nov2016/culturally-responsive-strategies

 Who is the author of this fourth source? What is the author’s credibility (author's education, expertise, or experience on the
topic)? NAEYC Accreditation helps parents find the best possible early childhood experience for their children.

 How does this author describe the concept of “Culturally Relevant or Responsive Teaching?”
responsiveness is that practitioners learn about each child and family and intentionally adapt and respond to each child’s
strengths and needs.”
 What are 4 strategies suggested by the author to engage in Culturally Relevant or Responsive Teaching in the elementary or
early childhood setting?
Strategy 1: Learn about children.
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o Strategy 2: Develop and teach expectations.

o Strategy 3: Develop and teach empathy.
o Strategy 4: Learn about families.

SEE NEXT PAGE

APA Citation of Fifth Source

(Provide the APA citation of a source that examines how to engage in culturally relevant or responsive teaching in the
elementary or early childhood settings)

Prodigy. (2021). Culturally responsive teaching: Examples, Strategies & Activities for Success. prodigygame.com.
https://www.prodigygame.com/main-en/blog/culturally-responsive-teaching/

 Who is the author of this fifth source? What is the author’s credibility (author's education, expertise, or experience on the
topic)? The author is dedicated to helping teachers better understand concepts.

 How does this author describe the concept of “Culturally Relevant or Responsive Teaching?”
“Culturally responsive teaching (CRT) is a pedagogy that acknowledges and embraces students’ cultures, languages and
experiences - and relates them to classroom learning.”
 What are 4 strategies suggested by the author to engage in Culturally Relevant or Responsive Teaching in the elementary or
early childhood setting?

o Strategy 1: Learn about your student.

o Strategy 2: Interview students.

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o Strategy 3: Integrate relevant word problems.

o Strategy 4: Present new concepts by using student vocabulary.