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99
in the 21st century: proficiency with technology, collaborative problem solving,
designing and sharing information for global communities, manage multiple streams
of information, analysis and creation of multimedia texts, and attention to ethics
within new media environments. All of the skills described as essential to literacy by
NCTE have real consequences for students’ future work—if they work within the
sphere of knowledge production. The technological and computer skills that are
emphasized by new media literacies and NCTE’s 21st century literacies are
associated with what have been called “creative class” jobs (Florida) that traffic in
knowledge instead of physical commodities.
The future-orientation of new media literacies is also evident in discourses
about future civic participation. Whereas new media literacies provide opportunities
for kids to participate now in some communities and in particular ways, new media
literacies are also constructed as empowering future participation within the sphere
of politics. As Jenkins et al. write,
Empowerment comes from making meaningful decisions within a real civic
context: we learn the skills of citizenship by becoming political actors and
gradually coming to understand the choices we make in political terms.
Today’s children learn through play the skills they will apply to more serious
tasks later. The challenge is how to connect decisions in the context of our
everyday lives with the decisions made at local, state, or national levels. The
step from watching television news and acting politically seems greater than
the transition from being a political actor in a game world to acting politically
in the “real world61.
The idea that consumer citizenship can “transfer” to political citizenship is viewed
with some skepticism. For example, as Livingstone, Bober, and Helsper write:
It seems to be widely assumed that the Internet can facilitate participation
precisely because of its interactivity, encouraging its users to ‘sit forward’,
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 104 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 99 in the 21st century: proficiency with technology, collaborative problem solving, designing and sharing information for global communities, manage multiple streams of information, analysis and creation of multimedia texts, and attention to ethics within new media environments. All of the skills described as essential to literacy by NCTE have real consequences for students’ future work—if they work within the sphere of knowledge production. The technological and computer skills that are emphasized by new media literacies and NCTE’s 21st century literacies are associated with what have been called “creative class” jobs (Florida) that traffic in knowledge instead of physical commodities. The future-orientation of new media literacies is also evident in discourses about future civic participation. Whereas new media literacies provide opportunities for kids to participate now in some communities and in particular ways, new media literacies are also constructed as empowering future participation within the sphere of politics. As Jenkins et al. write, Empowerment comes from making meaningful decisions within a real civic context: we learn the skills of citizenship by becoming political actors and gradually coming to understand the choices we make in political terms. Today’s children learn through play the skills they will apply to more serious tasks later. The challenge is how to connect decisions in the context of our everyday lives with the decisions made at local, state, or national levels. The step from watching television news and acting politically seems greater than the transition from being a political actor in a game world to acting politically in the “real world61. The idea that consumer citizenship can “transfer” to political citizenship is viewed with some skepticism. For example, as Livingstone, Bober, and Helsper write: It seems to be widely assumed that the Internet can facilitate participation precisely because of its interactivity, encouraging its users to ‘sit forward’, |
