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83
neutral and universal and that literacy as such will have these benign effects.”31
Adherence to the autonomous model of literacy is evident in standardized reading
curricula as well as in many media literacy programs and curricula to date. As an
alternative to the autonomous model, Street proposes what he calls the "ideological
model" of literacy, which "forces one to be wary of grand generalizations and
cherished assumptions about literacy 'in itself'" by focusing on specific literacy
practices. He writes that educators and researchers who adopt the ideological model
of literacy "recognize the ideological and therefore culturally embedded nature of
such practices [reading and writing].”32 Thus, the ideological model of literacy calls
attention to and questions various assumptions about literacy—for example, the
control of definitions and discourses about literacy by politically and socially
dominant groups.
A complimentary concept to the work of New Literacy Studies is that of
Multiliteracies, which is a pedagogical philosophy that addresses both “the
multiplicity of communications channels and media, and the increasing saliency of
cultural and linguistic diversity” within a rapidly changing cultural, political, and
economic context. The concept of Multiliteracies was developed collaboratively by a
group of literacy scholars and the resultant articles and book about the concept were
collaboratively authored by the New London Group. As the authors explain:
The notion of multiliteracies supplements traditional literacy pedagogy by
addressing these two related aspects of textual multiplicity. What we might
term "mere literacy" remains centered on language only, and usually on a
singular national form of language at that, which is conceived as a stable
system based on rules such as mastering sound-letter correspondence. … A
pedagogy of multiliteracies, by contrast, focuses on modes of representation
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 88 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 83 neutral and universal and that literacy as such will have these benign effects.”31 Adherence to the autonomous model of literacy is evident in standardized reading curricula as well as in many media literacy programs and curricula to date. As an alternative to the autonomous model, Street proposes what he calls the "ideological model" of literacy, which "forces one to be wary of grand generalizations and cherished assumptions about literacy 'in itself'" by focusing on specific literacy practices. He writes that educators and researchers who adopt the ideological model of literacy "recognize the ideological and therefore culturally embedded nature of such practices [reading and writing].”32 Thus, the ideological model of literacy calls attention to and questions various assumptions about literacy—for example, the control of definitions and discourses about literacy by politically and socially dominant groups. A complimentary concept to the work of New Literacy Studies is that of Multiliteracies, which is a pedagogical philosophy that addresses both “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity” within a rapidly changing cultural, political, and economic context. The concept of Multiliteracies was developed collaboratively by a group of literacy scholars and the resultant articles and book about the concept were collaboratively authored by the New London Group. As the authors explain: The notion of multiliteracies supplements traditional literacy pedagogy by addressing these two related aspects of textual multiplicity. What we might term "mere literacy" remains centered on language only, and usually on a singular national form of language at that, which is conceived as a stable system based on rules such as mastering sound-letter correspondence. … A pedagogy of multiliteracies, by contrast, focuses on modes of representation |
