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25
advocates and organizations as a space where kids can explore, express, and perform
identity. This chapter begins with an examination of various sociocultural theories of
identity formation. I then turn to two poetry-based media production projects
completed by students in Mr. Davidson’s classes to uncover some of the processes
involved in identity formation and expression through media production.
Chapter five, From Digital Divide to Participation Gap, draws extensively
from the home visits and interviews with students and parents to investigate the
access issues they face in relation to the digital divide and the participation gap. This
chapter questions claims that declare the digital divide “closed,” and examines
participation and production by kids without computer and internet access at home,
looking specifically at the ways in which they “make do” with the technology and
media to which they do have access to maintain (and sometimes feign) participation.
Further, this chapter extends the concept of the participation gap to include
participation in offline, micropolitical contexts such as schools.
Chapter six revisits the issue of constructing children within a binary of savvy
users or victims of media and technology before turning attention from learning to
teaching, considering the pedagogical techniques that were used in the classrooms in
which I observed and the value of teaching media production in the service of
developing critical media literacy.
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 30 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 25 advocates and organizations as a space where kids can explore, express, and perform identity. This chapter begins with an examination of various sociocultural theories of identity formation. I then turn to two poetry-based media production projects completed by students in Mr. Davidson’s classes to uncover some of the processes involved in identity formation and expression through media production. Chapter five, From Digital Divide to Participation Gap, draws extensively from the home visits and interviews with students and parents to investigate the access issues they face in relation to the digital divide and the participation gap. This chapter questions claims that declare the digital divide “closed,” and examines participation and production by kids without computer and internet access at home, looking specifically at the ways in which they “make do” with the technology and media to which they do have access to maintain (and sometimes feign) participation. Further, this chapter extends the concept of the participation gap to include participation in offline, micropolitical contexts such as schools. Chapter six revisits the issue of constructing children within a binary of savvy users or victims of media and technology before turning attention from learning to teaching, considering the pedagogical techniques that were used in the classrooms in which I observed and the value of teaching media production in the service of developing critical media literacy. |
