Page 177 |
Save page Remove page | Previous | 177 of 215 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
172
Although interaction and control within the school was difficult for many of
the families in my study, all of the parents discussed the value they placed on
education. Similarly, Vivian regularly articulated her identity as a good student
(which, in her case, was more about following the rules and working hard than
getting good grades). Carlos liked school primarily because it was his only
opportunity to socialize with his friends, although he did mention to me several times
that he was proud of the media projects he had produced as well as the progress he
had made in learning to read. Educational capital was valued by each family as a
way of ensuring future success and attending and working hard in school was a
regular topic of discussion (and sometimes conflict) in the households. As Diana told
us:
Pero sí, también: “Vivian, -le digo yo- estudie, prepárese, para que usted no
ande haciendo lo que yo hago... Sino, usted se va a quedar limpiando casas,
trabajando en un restaurante por el mínimo, cuando usted puede trabajar y
ganar doble, y estar sentada frente a una computer y decir: “hazme esto, trae
lo otro.” Le digo que no solamente estar limpiando baños de otras gentes. Eso
es lo que yo les digo.
I always say, “Vivian, you have to study. You have to get an education so
you don’t end up doing what I do… Otherwise you will end up cleaning
houses or working in a restaurant getting minimum wage, when you could
have gotten a good job and make twice as much. You could be sitting in front
of a computer saying, ‘Do this for me. Bring me that.’ You could do much
more than just cleaning other people’s bathrooms. That’s what I tell her.
While Diana emphasized the importance of education in general, she also strongly
encouraged her daughters to play a musical instrument. Musical ability has long been
considered a marker of cultural capital and has been associated with cognitive
development and literacy by academic research and marketing.21 Vivian played the
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 177 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 172 Although interaction and control within the school was difficult for many of the families in my study, all of the parents discussed the value they placed on education. Similarly, Vivian regularly articulated her identity as a good student (which, in her case, was more about following the rules and working hard than getting good grades). Carlos liked school primarily because it was his only opportunity to socialize with his friends, although he did mention to me several times that he was proud of the media projects he had produced as well as the progress he had made in learning to read. Educational capital was valued by each family as a way of ensuring future success and attending and working hard in school was a regular topic of discussion (and sometimes conflict) in the households. As Diana told us: Pero sí, también: “Vivian, -le digo yo- estudie, prepárese, para que usted no ande haciendo lo que yo hago... Sino, usted se va a quedar limpiando casas, trabajando en un restaurante por el mínimo, cuando usted puede trabajar y ganar doble, y estar sentada frente a una computer y decir: “hazme esto, trae lo otro.” Le digo que no solamente estar limpiando baños de otras gentes. Eso es lo que yo les digo. I always say, “Vivian, you have to study. You have to get an education so you don’t end up doing what I do… Otherwise you will end up cleaning houses or working in a restaurant getting minimum wage, when you could have gotten a good job and make twice as much. You could be sitting in front of a computer saying, ‘Do this for me. Bring me that.’ You could do much more than just cleaning other people’s bathrooms. That’s what I tell her. While Diana emphasized the importance of education in general, she also strongly encouraged her daughters to play a musical instrument. Musical ability has long been considered a marker of cultural capital and has been associated with cognitive development and literacy by academic research and marketing.21 Vivian played the |
