Page 100 |
Save page Remove page | Previous | 100 of 215 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
95
in technical skills, they often worked with the students to fix problems with the
media projects, such as dropped audio or playback issues. Students also worked
collaboratively with their classmates to figure out how to complete assignments and
address technical issues. When a student figured out a particularly difficult problem,
he or she was sometimes called upon to demonstrate for the class or to assist the
teacher in helping other students. Many of the kids I observed and spoke with in the
Harry Potter fandom were experts in harnessing collective intelligence and
networking. In the months and weeks leading up to the release of the seventh book,
fans worked together to come up with theories about the plot of the book, scoured
the internet, magazines, news programs, and other books for clues that might help
them figure out some of the remaining mysteries of the series. Theorizing and
spoiling were two of the most compelling fandom activities during my fieldwork and
continue to a great extent despite the “close” of the canon.
Judgment is the new media literacy that most closely resembles “traditional”
media literacy skills. Judgment is the ability to assess the credibility of information
presented in media. Understanding credibility and bias are essential decoding skills
for all media. In the new media environment, judgment becomes particularly
important because of the abundance of resources and because traditional gatekeepers
(markers of credibility) are not always available or valid. Negotiation is related to
judgment in that it is the ability to move between communities, understand multiple
perspectives, and treat people with diverse experiences/opinions/ways of seeing the
world respectfully. In order to do this, young people need to have dependable
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 100 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 95 in technical skills, they often worked with the students to fix problems with the media projects, such as dropped audio or playback issues. Students also worked collaboratively with their classmates to figure out how to complete assignments and address technical issues. When a student figured out a particularly difficult problem, he or she was sometimes called upon to demonstrate for the class or to assist the teacher in helping other students. Many of the kids I observed and spoke with in the Harry Potter fandom were experts in harnessing collective intelligence and networking. In the months and weeks leading up to the release of the seventh book, fans worked together to come up with theories about the plot of the book, scoured the internet, magazines, news programs, and other books for clues that might help them figure out some of the remaining mysteries of the series. Theorizing and spoiling were two of the most compelling fandom activities during my fieldwork and continue to a great extent despite the “close” of the canon. Judgment is the new media literacy that most closely resembles “traditional” media literacy skills. Judgment is the ability to assess the credibility of information presented in media. Understanding credibility and bias are essential decoding skills for all media. In the new media environment, judgment becomes particularly important because of the abundance of resources and because traditional gatekeepers (markers of credibility) are not always available or valid. Negotiation is related to judgment in that it is the ability to move between communities, understand multiple perspectives, and treat people with diverse experiences/opinions/ways of seeing the world respectfully. In order to do this, young people need to have dependable |
