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104
34 Michele Knobel and Colin Lankshear, A New Literacies Sampler, New Literacies
and Digital Epistemologies, (New York: P. Lang, 2007), 7.
35 Ibid.
36 There is a large literature on after-school programs (some focused on media, some
not) and educational achievement that I have not reviewed in this chapter. Some
key texts include: Hull, Glynda and Katherine Schultz, eds. 2002b. School’s
Out!: Bridging Out-of-School Literacies with Classroom Practice. New York:
Teachers College Press. Mahiri, Jabari, ed. 2004. What They Don’t Learn in
School: Literacy in the Lives of Urban Youth. New York: Peter Lang. See
alsoIbid, Jenkins et al., "Confronting the Challenges of Participatory Culture:
Media Education for the 21st Century.", Mizuko Ito et al., "Hanging out,
Messing around, and Geeking Out: Kids Living and Learning with New Media,"
(The John D. and Catherine T. MacArthur Foundation, forthcoming).
37 David Buckingham, "Media Education Goes Digital: An Introduction," Learning,
Media and Technology 32, no. 2 (2007): 96.
38 James Paul Gee, What Video Games Have to Teach Us About Learning and
Literacy (New York: Palgrave McMillan, 2003).
39 See, for example,Kurt Squire, "Open-Ended Video Games: A Model for
Developing Learning for the Interactive Age," in Ecology of Games, ed. Katie Salen
(Cambridge, MA: MIT Press, 2007), Reed Stevens, Tom Satwicz, and Laurie
McCarthy, "In-Game, in-Room, in-World: Reconnecting Video Game Play to the
Rest of Kids' Lives," in Ecology of Games, ed. Katie Salen (Cambridge, MA: MIT
Press, 2007).
40 Cheat codes are sequences of buttons or actions known to activate hidden content
(what is sometimes called and “Easter egg”) in the game. The hidden content is
programmed by the game designers, and it is up to game players to figure out the
correct codes. Cheat codes become a kind of cultural capital in among gamers. For
more on cheat codes, see Mia Consalvo, Cheating: Gaining Advantage in
Videogames (Cambridge, MA: MIT Press, 2007).
41 Jenkins et al., "Confronting the Challenges of Participatory Culture: Media
Education for the 21st Century."
42 Ibid., 19.
43 http://www.ncte.org/about/gov/129117.htm
44 Ito et al., "Hanging out, Messing around, and Geeking Out: Kids Living and
Learning with New Media."
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 109 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 104 34 Michele Knobel and Colin Lankshear, A New Literacies Sampler, New Literacies and Digital Epistemologies, (New York: P. Lang, 2007), 7. 35 Ibid. 36 There is a large literature on after-school programs (some focused on media, some not) and educational achievement that I have not reviewed in this chapter. Some key texts include: Hull, Glynda and Katherine Schultz, eds. 2002b. School’s Out!: Bridging Out-of-School Literacies with Classroom Practice. New York: Teachers College Press. Mahiri, Jabari, ed. 2004. What They Don’t Learn in School: Literacy in the Lives of Urban Youth. New York: Peter Lang. See alsoIbid, Jenkins et al., "Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.", Mizuko Ito et al., "Hanging out, Messing around, and Geeking Out: Kids Living and Learning with New Media," (The John D. and Catherine T. MacArthur Foundation, forthcoming). 37 David Buckingham, "Media Education Goes Digital: An Introduction," Learning, Media and Technology 32, no. 2 (2007): 96. 38 James Paul Gee, What Video Games Have to Teach Us About Learning and Literacy (New York: Palgrave McMillan, 2003). 39 See, for example,Kurt Squire, "Open-Ended Video Games: A Model for Developing Learning for the Interactive Age," in Ecology of Games, ed. Katie Salen (Cambridge, MA: MIT Press, 2007), Reed Stevens, Tom Satwicz, and Laurie McCarthy, "In-Game, in-Room, in-World: Reconnecting Video Game Play to the Rest of Kids' Lives," in Ecology of Games, ed. Katie Salen (Cambridge, MA: MIT Press, 2007). 40 Cheat codes are sequences of buttons or actions known to activate hidden content (what is sometimes called and “Easter egg”) in the game. The hidden content is programmed by the game designers, and it is up to game players to figure out the correct codes. Cheat codes become a kind of cultural capital in among gamers. For more on cheat codes, see Mia Consalvo, Cheating: Gaining Advantage in Videogames (Cambridge, MA: MIT Press, 2007). 41 Jenkins et al., "Confronting the Challenges of Participatory Culture: Media Education for the 21st Century." 42 Ibid., 19. 43 http://www.ncte.org/about/gov/129117.htm 44 Ito et al., "Hanging out, Messing around, and Geeking Out: Kids Living and Learning with New Media." |
