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149
lower cost of living; several, particularly the single-parent families, appeared to be
struggling daily to cover necessary expenses through employment, state services, and
child support. The three families I profile in this chapter all lived in apartments
ranging from one to three bedrooms. Carlos and Vivian were each a part of a single-parent
family with three or four children. James lived with both of his parents and his
two younger siblings, although he had been raised by his grandmother during the
early part of his life. I have chosen to profile these three particular families in this
chapter because none of them had a computer in the home and because most of the
parents had little or no experience using computers. (James’s mother used a
computer for limited purposes at work, but none of the other parents used the
computer at work or elsewhere on any kind of regular basis.) A brief profile
introducing each family follows.1
The Ramos Family
James Ramos was just a few days away from his eighth-grade graduation
when I interviewed him and his parents, Alicia and Martin. James lived with his
parents, his nine year old sister and his one year old brother in a three bedroom
apartment. Martin had immigrated the United States from El Salvador when he was
very young and Alicia was a second generation Mexican-American. Both Alicia and
Martin worked full time, relying on nearby family members for child care for the
baby.
James shared a room with his sister and had a television and CD player in his
room. In the family room, there was an entertainment center with a large television
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 154 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 149 lower cost of living; several, particularly the single-parent families, appeared to be struggling daily to cover necessary expenses through employment, state services, and child support. The three families I profile in this chapter all lived in apartments ranging from one to three bedrooms. Carlos and Vivian were each a part of a single-parent family with three or four children. James lived with both of his parents and his two younger siblings, although he had been raised by his grandmother during the early part of his life. I have chosen to profile these three particular families in this chapter because none of them had a computer in the home and because most of the parents had little or no experience using computers. (James’s mother used a computer for limited purposes at work, but none of the other parents used the computer at work or elsewhere on any kind of regular basis.) A brief profile introducing each family follows.1 The Ramos Family James Ramos was just a few days away from his eighth-grade graduation when I interviewed him and his parents, Alicia and Martin. James lived with his parents, his nine year old sister and his one year old brother in a three bedroom apartment. Martin had immigrated the United States from El Salvador when he was very young and Alicia was a second generation Mexican-American. Both Alicia and Martin worked full time, relying on nearby family members for child care for the baby. James shared a room with his sister and had a television and CD player in his room. In the family room, there was an entertainment center with a large television |
