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101
including producing their own web pages. However, the authors note that despite
their intensive use of digital media, they are no more likely than other users to
participate in civic activities online. They further note that Interactors are most likely
to be male, middle class, and to have internet access in their homes. The second
category identified by these authors, the Civic-Minded, “are distinctive for being
much more likely to visit a range of types of civic websites and sites concerned with
human rights issues66.”They note that the civic minded tend to pursue already-developed
interests in their online use and are most often female, middle class, with
home access to the internet. The third category, the Disengaged, describes the
students I worked with at CMS. Disengaged users are unlikely to participate in civic
websites or production and frequently have limited access to online media.
Livingstone, Bober, and Helsper’s observation that the Civic-Minded tended
to move from offline to online in pursuit of specific interests indicates an opportunity
for intervention by “3D” institutions such as schools. It has been my experience, in
observing the students at CMS and in other fieldwork with youth in online
communities, that the interests that motivate participation generally do start offline,
whether it is music or sports or a particular piece of popular culture. Consumer
citizenship can be a powerful hook for civic participation, both on and offline.
Perhaps it is the case that if schools embrace media literacy and popular culture as
integral parts of the curriculum, they could tap into the momentum toward
participation prompted by consumer citizenship.
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 106 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 101 including producing their own web pages. However, the authors note that despite their intensive use of digital media, they are no more likely than other users to participate in civic activities online. They further note that Interactors are most likely to be male, middle class, and to have internet access in their homes. The second category identified by these authors, the Civic-Minded, “are distinctive for being much more likely to visit a range of types of civic websites and sites concerned with human rights issues66.”They note that the civic minded tend to pursue already-developed interests in their online use and are most often female, middle class, with home access to the internet. The third category, the Disengaged, describes the students I worked with at CMS. Disengaged users are unlikely to participate in civic websites or production and frequently have limited access to online media. Livingstone, Bober, and Helsper’s observation that the Civic-Minded tended to move from offline to online in pursuit of specific interests indicates an opportunity for intervention by “3D” institutions such as schools. It has been my experience, in observing the students at CMS and in other fieldwork with youth in online communities, that the interests that motivate participation generally do start offline, whether it is music or sports or a particular piece of popular culture. Consumer citizenship can be a powerful hook for civic participation, both on and offline. Perhaps it is the case that if schools embrace media literacy and popular culture as integral parts of the curriculum, they could tap into the momentum toward participation prompted by consumer citizenship. |
