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121
within a continual loop of feedback from peers (and sometimes a larger public) as
well as a particular cultural and developmental context.
A slightly different type of production is addressed by Shayla Marie Thiel in
her investigation of girls’ identity construction through the practice of instant
messaging (IM).35 Thiel asserts that IM provides a private space for girls to hold
conversations with friends, a way to flirt with boys that feels safer than talking in
person, an extension of social hierarchies, and a journal or diary to record
conversations related to identity projects. Through IM conversations, girls are able to
produce texts/conversations that emphasize (and hide) parts of their identities. This
“trying on” of identity is not the same as performativity, but can be seen as related in
that IM conversations reflect instances in which girls resist expectations regarding
gender and age in favor of practices that would be taboo in most other
circumstances—for example talking to boys, talking about sexuality, and using
abbreviations (“IM speak”) rather than “proper” grammar.
Media production has also been theorized as a space for young people to
actively resist or subvert particular aspects of identity and subjectivity. For example,
Mary Celeste Kearney notes that particularly for girls, media production represents a
notable subversion of the “dominant ideologies of gendered and generational
subjectivities.”36 One example of girls’ media production are ‘zines, reader-produced
publications that mix clippings from magazines, photocopies, photos, and other
found objects to create a newsletter for likeminded teens. ‘Zines are an excellent
example of a type of media production that encourages resistance because they not
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 126 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 121 within a continual loop of feedback from peers (and sometimes a larger public) as well as a particular cultural and developmental context. A slightly different type of production is addressed by Shayla Marie Thiel in her investigation of girls’ identity construction through the practice of instant messaging (IM).35 Thiel asserts that IM provides a private space for girls to hold conversations with friends, a way to flirt with boys that feels safer than talking in person, an extension of social hierarchies, and a journal or diary to record conversations related to identity projects. Through IM conversations, girls are able to produce texts/conversations that emphasize (and hide) parts of their identities. This “trying on” of identity is not the same as performativity, but can be seen as related in that IM conversations reflect instances in which girls resist expectations regarding gender and age in favor of practices that would be taboo in most other circumstances—for example talking to boys, talking about sexuality, and using abbreviations (“IM speak”) rather than “proper” grammar. Media production has also been theorized as a space for young people to actively resist or subvert particular aspects of identity and subjectivity. For example, Mary Celeste Kearney notes that particularly for girls, media production represents a notable subversion of the “dominant ideologies of gendered and generational subjectivities.”36 One example of girls’ media production are ‘zines, reader-produced publications that mix clippings from magazines, photocopies, photos, and other found objects to create a newsletter for likeminded teens. ‘Zines are an excellent example of a type of media production that encourages resistance because they not |
