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24
a written essay. However, the project was not without its challenges. Different values
related to popular culture and junk food as well as different approaches to web
research challenged the assignment’s success as a media literacy project and call
attention to the need for media literacy to accommodate new forms of participation
and citizenship.
Chapter three, Consumer citizens, Producer citizens, examines the concept of
new media literacies as an extension of sociocultural theories of literacy and media
literacy to accommodate new forms of expression in participatory culture. This
chapter begins with the story of a web design project undertaken by Mr. Davidson’s
language arts classes. The topic of the website, the American dream, aimed to
address traditional elements of citizenship, while the format of the production, a
website, gave students an opportunity to participate (peripherally) in online,
networked culture. The blending of these two types of subjectivity is quite different
from the way kids participate online in their everyday lives. In contrast to the
construction of students as future citizens-in-training that was embraced by this
project, new media and online environments, like many other commercial entities,
address kids as consumer citizens who are empowered to participate through their
consumption activities. The latter half of this chapter investigates the concept of new
media literacies, highlighting the connection between the skills and subjectivities
they emphasize and the concept of consumer citizenship.
Chapter four, Media Production and Identity, investigates the role of media
production in the formation of identity. Production has been posited by youth media
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 29 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 24 a written essay. However, the project was not without its challenges. Different values related to popular culture and junk food as well as different approaches to web research challenged the assignment’s success as a media literacy project and call attention to the need for media literacy to accommodate new forms of participation and citizenship. Chapter three, Consumer citizens, Producer citizens, examines the concept of new media literacies as an extension of sociocultural theories of literacy and media literacy to accommodate new forms of expression in participatory culture. This chapter begins with the story of a web design project undertaken by Mr. Davidson’s language arts classes. The topic of the website, the American dream, aimed to address traditional elements of citizenship, while the format of the production, a website, gave students an opportunity to participate (peripherally) in online, networked culture. The blending of these two types of subjectivity is quite different from the way kids participate online in their everyday lives. In contrast to the construction of students as future citizens-in-training that was embraced by this project, new media and online environments, like many other commercial entities, address kids as consumer citizens who are empowered to participate through their consumption activities. The latter half of this chapter investigates the concept of new media literacies, highlighting the connection between the skills and subjectivities they emphasize and the concept of consumer citizenship. Chapter four, Media Production and Identity, investigates the role of media production in the formation of identity. Production has been posited by youth media |
