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common that Lisa and I assumed that the computer fund went to covering hospital
expenses, not considering the economic impact eating out (an expense that we incur
regularly and take for granted) would have on the family. Given this kind of
economic insecurity, technology ownership was necessarily given low priority
despite the value Marta placed on it for her children’s education.
Similarly, Diana discussed her strategies for coping with financial insecurity,
telling us that all of the family’s financial decisions are made jointly and weighed
carefully. She summarized these strategies, telling us: “Siempre tenemos tenemos
que pensar que ahora tenemos y mañana podemos no tener” (“We always have to be
aware that we may have something today, but tomorrow we might not have it.”) Her
wages from her two jobs do not meet all of the family’s bills, so Inez also contributes
much of her income from her part-time jobs to help cover expenses. Diana and Inez
also send money to family members in El Salvador to help them pay for medicine
and food. From her interview, it was clear that Diana was an expert at stretching the
family’s limited budget and worked hard to plan ahead in order to protect the family
from missing essentials:
Soy de las personas que cuando recibo mi cheque, voy, cambio mi cheque y
pago el bill de la luz, el bill del gas; voy a la tienda, compro papel del baño,
servilletas, azúcar, arroz. Siempre, siempre, trato la manera de tener azúcar y
arroz en casa, hasta cien libras. Porque aunque sea arroz, les doy de comer.
Every time I get my check, I cash it, and then I pay the electricity bill and the
gas bill. I go to the store and buy toilet paper, napkins, sugar, and rice. We
always have sugar and rice at home, up to 100 pounds. That way I can
always feed them [her daughters], even if it’s only with rice.
These two families were getting by—but just barely. However, at the same time that
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 166 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 161 common that Lisa and I assumed that the computer fund went to covering hospital expenses, not considering the economic impact eating out (an expense that we incur regularly and take for granted) would have on the family. Given this kind of economic insecurity, technology ownership was necessarily given low priority despite the value Marta placed on it for her children’s education. Similarly, Diana discussed her strategies for coping with financial insecurity, telling us that all of the family’s financial decisions are made jointly and weighed carefully. She summarized these strategies, telling us: “Siempre tenemos tenemos que pensar que ahora tenemos y mañana podemos no tener” (“We always have to be aware that we may have something today, but tomorrow we might not have it.”) Her wages from her two jobs do not meet all of the family’s bills, so Inez also contributes much of her income from her part-time jobs to help cover expenses. Diana and Inez also send money to family members in El Salvador to help them pay for medicine and food. From her interview, it was clear that Diana was an expert at stretching the family’s limited budget and worked hard to plan ahead in order to protect the family from missing essentials: Soy de las personas que cuando recibo mi cheque, voy, cambio mi cheque y pago el bill de la luz, el bill del gas; voy a la tienda, compro papel del baño, servilletas, azúcar, arroz. Siempre, siempre, trato la manera de tener azúcar y arroz en casa, hasta cien libras. Porque aunque sea arroz, les doy de comer. Every time I get my check, I cash it, and then I pay the electricity bill and the gas bill. I go to the store and buy toilet paper, napkins, sugar, and rice. We always have sugar and rice at home, up to 100 pounds. That way I can always feed them [her daughters], even if it’s only with rice. These two families were getting by—but just barely. However, at the same time that |
