Page 172 |
Save page Remove page | Previous | 172 of 215 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
167
anticipated in order to review key concepts with the students in preparation for
standardized testing.
The construction of the special education students as outsiders was more
apparent in the classes’ relationships to the rest of the school community. Several of
the students’ projects were screened at school assemblies and events; at each of these
events, the students received positive feedback from other teachers, students, and the
school’s administration. After the first screening of the year, at which some of the
students showed off their I Poem projects, Mr. Davidson told me that the school’s
Principal had been moved to tears by the projects. The disconnect between the
assumptions about special education students held by some members of the school
community and the display of skills evident in the students’ productions help
legitimate the projects and move the students closer to “insider” status. As Mr.
Davidson summarized: “When you have kids [from whom] nobody expects
anything, whatever you get from them, everybody’s oohing and ahhing…And
especially when they get a product that is of such quality, nobody feels like they
have the right to say anything.”
Despite the problematic nature of discourse and interventions related to the
digital divide, it continues to have resonance in American society, and particularly in
educational circles. Recent scholarship in the area of computer and internet diffusion
and access has preferred the term “digital inequality” and “differentiated use” as a
nod to the complexity of access that goes beyond “haves” and “have nots.”
DiMaggio et al. note, “The pressing question now is less ‘who can find a network
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 172 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 167 anticipated in order to review key concepts with the students in preparation for standardized testing. The construction of the special education students as outsiders was more apparent in the classes’ relationships to the rest of the school community. Several of the students’ projects were screened at school assemblies and events; at each of these events, the students received positive feedback from other teachers, students, and the school’s administration. After the first screening of the year, at which some of the students showed off their I Poem projects, Mr. Davidson told me that the school’s Principal had been moved to tears by the projects. The disconnect between the assumptions about special education students held by some members of the school community and the display of skills evident in the students’ productions help legitimate the projects and move the students closer to “insider” status. As Mr. Davidson summarized: “When you have kids [from whom] nobody expects anything, whatever you get from them, everybody’s oohing and ahhing…And especially when they get a product that is of such quality, nobody feels like they have the right to say anything.” Despite the problematic nature of discourse and interventions related to the digital divide, it continues to have resonance in American society, and particularly in educational circles. Recent scholarship in the area of computer and internet diffusion and access has preferred the term “digital inequality” and “differentiated use” as a nod to the complexity of access that goes beyond “haves” and “have nots.” DiMaggio et al. note, “The pressing question now is less ‘who can find a network |
