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132
or classroom assistants (which most often had to do with grammar or spelling),
students seemed to enjoy and benefit from self-motivated revision, such as playing
with different images or trying out different fonts and text animations.
Despite working from a standard prompt, the content of students' I Poems
varied greatly. One girl wrote about being shy and chose images of anime characters
to illustrate her poem. Another student used images of the Gulf Coast after Hurricane
Katrina and wrote about his fear and confusion related to the disaster, which had just
occurred a few weeks prior to starting this assignment. Some students, like Felix, a
seventh grader, focused the I Poem on one particular marker of identity. The text of
Felix's I Poem appears below:
I am a soccer player
I see the field
I touch the ball
I feel the anger of scoring a goal
I hear people yelling
I am a soccer god
I laugh when my family makes jokes
I cry when I feal [feel] bad. Things dip in my hart [heart]
I fear tall buildings
I need my uniform to play soccer
I am fan of englend [England]
The text of Felix's poem was accompanied primarily by images of famous soccer
players and advertisements for soccer gear and apparel. In addition, a pop song with
lyrics in Spanish played throughout the movie. These media representations were
appropriated by Felix to help display his own identity as a "soccer god” (that is, a
competent male athlete) and a Mexican-American teen. Felix’s poem was consistent
with other markers of identity as a soccer player. He frequently talked about his team
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 137 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 132 or classroom assistants (which most often had to do with grammar or spelling), students seemed to enjoy and benefit from self-motivated revision, such as playing with different images or trying out different fonts and text animations. Despite working from a standard prompt, the content of students' I Poems varied greatly. One girl wrote about being shy and chose images of anime characters to illustrate her poem. Another student used images of the Gulf Coast after Hurricane Katrina and wrote about his fear and confusion related to the disaster, which had just occurred a few weeks prior to starting this assignment. Some students, like Felix, a seventh grader, focused the I Poem on one particular marker of identity. The text of Felix's I Poem appears below: I am a soccer player I see the field I touch the ball I feel the anger of scoring a goal I hear people yelling I am a soccer god I laugh when my family makes jokes I cry when I feal [feel] bad. Things dip in my hart [heart] I fear tall buildings I need my uniform to play soccer I am fan of englend [England] The text of Felix's poem was accompanied primarily by images of famous soccer players and advertisements for soccer gear and apparel. In addition, a pop song with lyrics in Spanish played throughout the movie. These media representations were appropriated by Felix to help display his own identity as a "soccer god” (that is, a competent male athlete) and a Mexican-American teen. Felix’s poem was consistent with other markers of identity as a soccer player. He frequently talked about his team |
