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88
part of gameplay for his friends and that rapid advancement and accumulating a large
amount of in-game cash were key goals. In contrast, Gabriel’s way of playing
(during my observation, at least) slowed down game play, as he and Ernesto drove
around in the Woody until they heard the entire song, and then went on to the next
task. The act of appropriation, therefore, not only requires an understanding of the
goals and rules of the game, but of the game as a specific kind of media which,
unlike television or movies, the player can control (to an extent.) It is for this reason
that I would characterize Gabriel’s play with GTA as a display of new media
literacy.
New Media Literacies
New media literacies, a concept articulated by Jenkins et al. through Project
NML at the Massachusetts Institute of Technology41 extend the critical aspects of
media literacy to new media and in particular, online media. At the same time, new
media literacies adopt an understanding of literacy as social and contextual that is
similar to new literacy studies. New media literacies are competencies for
participating in participatory culture; however, they are not intended as replacements
for alphabetic literacy nor for previously articulated skills of media literacy. As
Jenkins et al write:
Before students can engage with the new participatory culture, they must be
able to read and write. Just as the emergence of written language changed
oral traditions and the emergence of printed texts changed our relationship to
written language, the emergence of new digital modes of expression changes
our relationship to printed texts....Even traditional literacies must change to
reflect the media change taking place. Youth must expand their required
competencies, not push aside old skills to make room for the new.”42
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 93 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 88 part of gameplay for his friends and that rapid advancement and accumulating a large amount of in-game cash were key goals. In contrast, Gabriel’s way of playing (during my observation, at least) slowed down game play, as he and Ernesto drove around in the Woody until they heard the entire song, and then went on to the next task. The act of appropriation, therefore, not only requires an understanding of the goals and rules of the game, but of the game as a specific kind of media which, unlike television or movies, the player can control (to an extent.) It is for this reason that I would characterize Gabriel’s play with GTA as a display of new media literacy. New Media Literacies New media literacies, a concept articulated by Jenkins et al. through Project NML at the Massachusetts Institute of Technology41 extend the critical aspects of media literacy to new media and in particular, online media. At the same time, new media literacies adopt an understanding of literacy as social and contextual that is similar to new literacy studies. New media literacies are competencies for participating in participatory culture; however, they are not intended as replacements for alphabetic literacy nor for previously articulated skills of media literacy. As Jenkins et al write: Before students can engage with the new participatory culture, they must be able to read and write. Just as the emergence of written language changed oral traditions and the emergence of printed texts changed our relationship to written language, the emergence of new digital modes of expression changes our relationship to printed texts....Even traditional literacies must change to reflect the media change taking place. Youth must expand their required competencies, not push aside old skills to make room for the new.”42 |
