Abstract

Students experiencing homelessness occupy a variety of liminal geographies as they navigate their learning experiences. Many of these geographics exist within or are structured by digital technologies. Drawing on fields including education, library and information sciences, social geography, health care, health education, and social work, this article presents the Technology Liminal Transition framework to illustrate how students and families experiencing homelessness can move through various liminal stages and geographies to improve their educational opportunities. Using research on how this population uses technology, it presents policy and practice suggestions for how educational institutions can use technology to support these students as they pass through these geographies toward achieving stability. These suggestions outline how technology can help to integrate liminalities around identity, information, community, and learning.