Page 121 |
Save page Remove page | Previous | 121 of 215 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
116
references made their way into several of the students’ productions, often providing
needed levity to an otherwise didactic project.
Music, ranging from hip hop to pop (in English and in Spanish) was an
important shared resource. Some students decorated notebooks with stickers and
pictures of favorite bands. When I conducted home interviews, several of the
students showed me their MySpace pages, which always had a profile song and often
had pictures of bands or musical performers in addition to pictures of friends and
family. The use of music in the classroom was extremely interesting and important to
the context of the production projects. I will return to music in a later section of this
chapter.
Videogames were a third important category of shared resources. Early on in
my observations in the classroom, I began to talk regularly with the boys in the class
about gaming. The majority of them played console games exclusively. When I
visited Gabriel, Justin, and Carlos at home to conduct interviews, they proudly
showed me their gaming systems and games. A few of the girls played videogames,
but tended to be less vocal about it. The exception to this was Nina, who would call
across the classroom to interject into the conversations I was having about games
with other students.
While Fisherkeller uses “lift” and “transport” to describe students’ practices
of transposing media onto classroom practice,23 one could substitute “appropriate” or
“remix.” Appropriation of media for one’s own representations or productions has a
long history within media fandoms, as Henry Jenkins describes in Textual
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 121 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 116 references made their way into several of the students’ productions, often providing needed levity to an otherwise didactic project. Music, ranging from hip hop to pop (in English and in Spanish) was an important shared resource. Some students decorated notebooks with stickers and pictures of favorite bands. When I conducted home interviews, several of the students showed me their MySpace pages, which always had a profile song and often had pictures of bands or musical performers in addition to pictures of friends and family. The use of music in the classroom was extremely interesting and important to the context of the production projects. I will return to music in a later section of this chapter. Videogames were a third important category of shared resources. Early on in my observations in the classroom, I began to talk regularly with the boys in the class about gaming. The majority of them played console games exclusively. When I visited Gabriel, Justin, and Carlos at home to conduct interviews, they proudly showed me their gaming systems and games. A few of the girls played videogames, but tended to be less vocal about it. The exception to this was Nina, who would call across the classroom to interject into the conversations I was having about games with other students. While Fisherkeller uses “lift” and “transport” to describe students’ practices of transposing media onto classroom practice,23 one could substitute “appropriate” or “remix.” Appropriation of media for one’s own representations or productions has a long history within media fandoms, as Henry Jenkins describes in Textual |
