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174
there. They felt that being a part of the baseball team would provide James with
additional motivation and accountability at school. As Alicia told us:
We really want him to go to [name of high school] because of the baseball
program that’s there, and we think that with the help of the special education
program, he’ll be able to succeed...Because we’re looking at him not being so
successful in education as another child. I mean, he can outbeat the system
and the program of special education, but he has to really want it for himself,
and it seems like he only wants baseball. He only wants sport--he thrives
more for the sport, and nothing else. And you have to balance out both the
studies and the grades, as well as getting into the school. So we’re trying our
best to get him into that school.
The open enrollment process allows parents to apply for a limited number of seats at
a school that is not the one their child is assigned to based on their home address.
James’s initial application for open enrollment was denied because of his behavior
record at CMS. However, his parents were reapplying (using additional information
and support from the special education coordinator at CMS) in the hopes of a
successful second attempt. Besides taking a great deal of time to complete the
application and appeal processes, navigating a large school district to know which
schools are better than others or which schools have good extracurricular activities
(like sports) requires that parents have a social network from which to get
information and referrals. While some information about schools is publicly
available, most of this information is published online; getting a hard copy of
government reports requires time and money. Further, much of the information
Alicia and Martin were relying upon to make their decision about James’s high
school was not official, public information. Alicia mentions later in her interview
that the school in which they were trying to enroll James had a better reputation than
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 179 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 174 there. They felt that being a part of the baseball team would provide James with additional motivation and accountability at school. As Alicia told us: We really want him to go to [name of high school] because of the baseball program that’s there, and we think that with the help of the special education program, he’ll be able to succeed...Because we’re looking at him not being so successful in education as another child. I mean, he can outbeat the system and the program of special education, but he has to really want it for himself, and it seems like he only wants baseball. He only wants sport--he thrives more for the sport, and nothing else. And you have to balance out both the studies and the grades, as well as getting into the school. So we’re trying our best to get him into that school. The open enrollment process allows parents to apply for a limited number of seats at a school that is not the one their child is assigned to based on their home address. James’s initial application for open enrollment was denied because of his behavior record at CMS. However, his parents were reapplying (using additional information and support from the special education coordinator at CMS) in the hopes of a successful second attempt. Besides taking a great deal of time to complete the application and appeal processes, navigating a large school district to know which schools are better than others or which schools have good extracurricular activities (like sports) requires that parents have a social network from which to get information and referrals. While some information about schools is publicly available, most of this information is published online; getting a hard copy of government reports requires time and money. Further, much of the information Alicia and Martin were relying upon to make their decision about James’s high school was not official, public information. Alicia mentions later in her interview that the school in which they were trying to enroll James had a better reputation than |
