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54
make informed decisions on their own behalf. Media education is seen here
not as a form of protection, but as a form of preparation.55
The preparatory paradigm for media education indicates a move away from some of
the established protectionist methods that have been employed in the past, as well as
shifts to the hierarchies of taste and class related to media. Further, through its
recognition of the pleasures involved in media consumption, preparatory models
recognize the social embeddedness of media consumption.
In the United States, media education has been much less widely adopted.
The Center for Media Literacy identifies the mid-1960s as an origin point for an
organized media literacy movement in the United States. Linked specifically to the
popularization of Marshall McLuhan’s work on media ecology, media literacy
efforts aimed teaching people (primarily educators) about the power of electronic
media in shaping society and encouraged people to learn to interpret media messages
(regardless of the content). John Culkin, S.J., a Jesuit priest and associate of
McLuhan’s has been cited as another of the founders of the U.S. media literacy
movement, and specifically with efforts to bring media education to schools. After
several years of working closely with McLuhan at Fordham University, Culkin
founded the Center for Understanding Media, an organization dedicated to training
teachers to use media in the classroom. Although the Center was successful in
training some teachers in a local school district, it did not have much reach beyond
its immediate community.56
The fragmentation of media literacy efforts is one of seven obstacles Robert
Kubey identified in 1998 as impediments to the expansion of media education in the
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 59 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 54 make informed decisions on their own behalf. Media education is seen here not as a form of protection, but as a form of preparation.55 The preparatory paradigm for media education indicates a move away from some of the established protectionist methods that have been employed in the past, as well as shifts to the hierarchies of taste and class related to media. Further, through its recognition of the pleasures involved in media consumption, preparatory models recognize the social embeddedness of media consumption. In the United States, media education has been much less widely adopted. The Center for Media Literacy identifies the mid-1960s as an origin point for an organized media literacy movement in the United States. Linked specifically to the popularization of Marshall McLuhan’s work on media ecology, media literacy efforts aimed teaching people (primarily educators) about the power of electronic media in shaping society and encouraged people to learn to interpret media messages (regardless of the content). John Culkin, S.J., a Jesuit priest and associate of McLuhan’s has been cited as another of the founders of the U.S. media literacy movement, and specifically with efforts to bring media education to schools. After several years of working closely with McLuhan at Fordham University, Culkin founded the Center for Understanding Media, an organization dedicated to training teachers to use media in the classroom. Although the Center was successful in training some teachers in a local school district, it did not have much reach beyond its immediate community.56 The fragmentation of media literacy efforts is one of seven obstacles Robert Kubey identified in 1998 as impediments to the expansion of media education in the |
