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15
through legislation, software, and site-specific policies in schools and libraries, have
attempted to protect the notion of childhood innocence as well as traditional
hierarchies of media consumption.
Literacy
Literacy encompasses much more than just reading and writing printed texts.
As James Paul Gee describes, “meaning in language is tied to people’s experience of
situated action in the material world23.” Literacy is more than a set of cognitive
skills. It also involves the acquisition and mobilization of social languages, or
Discourses, that connect speech to action and context. Gee goes on to write:
Discourses always involve language…but they always involve more than
language as well…A Discourse integrates ways of talking, listening, writing,
reading, acting, interacting, believing, valuing, and feeling (and using various
objects, symbols, images, tools and technologies) in the service of enacting
meaningful socially situated identities and activities.24
The expanded definition of literacy used in this dissertation also incorporates
a variety of texts—audio, visual, and interactive texts in addition to printed texts. I
draw upon a variety of traditions in understanding literacy: for example, media
literacy, information literacy, new literacy studies, and new media literacy.
Sonia Livingstone has questioned the use of “literacy” (as opposed to
“reception” or “interpretation”) to understand digital media and has written that “the
terms ‘audience’ and ‘reception’ do not work so well for media which are socially
diversified (rather than mass), technologically converged (rather than distinct) and
interactive (rather than one-to-many, with producer and receiver separate).”25 Within
a diverse multi-media environment, engagement with media is cross-platform rather
Object Description
| Title | Kids as cultural producers: consumption, literacy, and participation |
| Author | Stephenson, Rebecca Herr |
| Author email | rherr@usc.edu; bhs@hri.uci.edu |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Communication |
| School | Annenberg School for Communication |
| Date defended/completed | 2008-08-25 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-17 |
| Advisor (committee chair) | Banet-Weiser, Sarah |
| Advisor (committee member) |
Gross, Larry Seiter, Ellen |
| Abstract | This dissertation looks closely at the practice of digital media production within a group of special education students and their teachers. Using ethnographic methods of extended participant observation and semi-structured interviews with students, teachers, and parents, along with textual analysis of students' media projects, this work examines the types of learning that emerge from making media at school and the ways in which that learning relates to media and technology use in everyday life. Over the course of one school year (2005-2006), the students who are the focus of this dissertation undertook eight different multimedia production projects, ranging from designing PowerPoint presentations to digital video production and stop-motion animation. Through media production, the students found opportunities to practice traditional and digital literacy skills as well as to explore issues of identity and self-expression.; This dissertation provides empirical support for recommendations made by several media literacy scholars to include media production as part of critical media literacy curricula and contributes a unique case study -- one situated in special education -- to a growing body of work on digital literacy. Three interdisciplinary themes--consumption, literacy, and participation -- are used to organize the description and analysis of the students' media production activities. These themes connect the specific production that took place in the classroom to larger discourses about youth, media, technology, education, and access, working to complicate existing constructions of young people as either helpless victims of manipulative media or naturally savvy media and technology users. Instead, this research emphasizes that the relationships kids have with media and technology are complex, dynamic, intrinsically linked to their identities as consumers and participants in society. Media literacy is thus theorized as a tool for understanding and controlling consumption, participation, and the construction of young people as both current and future citizens. |
| Keyword | media literacy; media production; special education; middle school; digital media |
| Geographic subject (city or populated place) | Los Angeles |
| Coverage date | 2005/2006 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1674 |
| Contributing entity | University of Southern California |
| Rights | Stephenson, Rebecca Herr |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Stephenson-2393 |
| Archival file | uscthesesreloadpub_Volume29/etd-Stephenson-2393.pdf |
Description
| Title | Page 20 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 15 through legislation, software, and site-specific policies in schools and libraries, have attempted to protect the notion of childhood innocence as well as traditional hierarchies of media consumption. Literacy Literacy encompasses much more than just reading and writing printed texts. As James Paul Gee describes, “meaning in language is tied to people’s experience of situated action in the material world23.” Literacy is more than a set of cognitive skills. It also involves the acquisition and mobilization of social languages, or Discourses, that connect speech to action and context. Gee goes on to write: Discourses always involve language…but they always involve more than language as well…A Discourse integrates ways of talking, listening, writing, reading, acting, interacting, believing, valuing, and feeling (and using various objects, symbols, images, tools and technologies) in the service of enacting meaningful socially situated identities and activities.24 The expanded definition of literacy used in this dissertation also incorporates a variety of texts—audio, visual, and interactive texts in addition to printed texts. I draw upon a variety of traditions in understanding literacy: for example, media literacy, information literacy, new literacy studies, and new media literacy. Sonia Livingstone has questioned the use of “literacy” (as opposed to “reception” or “interpretation”) to understand digital media and has written that “the terms ‘audience’ and ‘reception’ do not work so well for media which are socially diversified (rather than mass), technologically converged (rather than distinct) and interactive (rather than one-to-many, with producer and receiver separate).”25 Within a diverse multi-media environment, engagement with media is cross-platform rather |
