Page 209 |
Save page Remove page | Previous | 209 of 215 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
204
Kellner, Douglas, and Jeff Share. "Toward Critical Media Literacy: Core Concepts,
Debates, Organizations, and Policy." Discourse: Studies in the Cultural
Politics of Education 26, no. 3 (2005): 369-86.
Kindlon, Dan. Too Much of a Good Thing: Raising Children of Character in a
Permissive Culture. New York, NY: Hyperion, 2001.
Knobel, Michele, and Colin Lankshear. A New Literacies Sampler, New Literacies
and Digital Epistemologies,. New York: P. Lang, 2007.
Kubey, Robert. "Obstacles to the Development of Media Education in the United
States." The Journal of Communication 48, no. 1 (1998): 58-69.
Kun, Josh. Audiotopia : Music, Race, and America, American Crossroads. Berkeley,
Calif.: University of California Press, 2005.
Landsberg, Mitchell, and Howard Blume. "1 in 4 Quit High School in California;
State Officials Release Results of a New System That Tracks Dropouts. But
the Numbers Tell Only Part of the Story." Los Angeles Times, July 17 2008.
Lankshear, Colin, and Michele Knobel. New Literacies: Everyday Practices and
Classroom Learning. 2nd ed. Maidenhead: Open University Press, 2006.
Lareau, Annete. Unequal Childhoods: Class, Race, and Family Life. Berkeley and
Los Angeles, CA: University of California Press, 2003.
Lareau, Annette, and Elliot B. Weininger. "Cultural Capital in Educational Research:
A Critical Assessment." Theory and Society 32 (2003): 567-606.
Lave, Jean, and Etienne Wenger. Situated Learning: Legitimate Peripheral
Participation, Learning in Doing. Cambridge and New York: Cambridge
University Press, 1991.
Lax, Stephen. "Information, Education and Inequality: Is New Technology the
Solution?" In Access Denied in the Information Age, edited by Stephen Lax,
107-23. London: Palgrave, 2001.
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 209 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 204 Kellner, Douglas, and Jeff Share. "Toward Critical Media Literacy: Core Concepts, Debates, Organizations, and Policy." Discourse: Studies in the Cultural Politics of Education 26, no. 3 (2005): 369-86. Kindlon, Dan. Too Much of a Good Thing: Raising Children of Character in a Permissive Culture. New York, NY: Hyperion, 2001. Knobel, Michele, and Colin Lankshear. A New Literacies Sampler, New Literacies and Digital Epistemologies,. New York: P. Lang, 2007. Kubey, Robert. "Obstacles to the Development of Media Education in the United States." The Journal of Communication 48, no. 1 (1998): 58-69. Kun, Josh. Audiotopia : Music, Race, and America, American Crossroads. Berkeley, Calif.: University of California Press, 2005. Landsberg, Mitchell, and Howard Blume. "1 in 4 Quit High School in California; State Officials Release Results of a New System That Tracks Dropouts. But the Numbers Tell Only Part of the Story." Los Angeles Times, July 17 2008. Lankshear, Colin, and Michele Knobel. New Literacies: Everyday Practices and Classroom Learning. 2nd ed. Maidenhead: Open University Press, 2006. Lareau, Annete. Unequal Childhoods: Class, Race, and Family Life. Berkeley and Los Angeles, CA: University of California Press, 2003. Lareau, Annette, and Elliot B. Weininger. "Cultural Capital in Educational Research: A Critical Assessment." Theory and Society 32 (2003): 567-606. Lave, Jean, and Etienne Wenger. Situated Learning: Legitimate Peripheral Participation, Learning in Doing. Cambridge and New York: Cambridge University Press, 1991. Lax, Stephen. "Information, Education and Inequality: Is New Technology the Solution?" In Access Denied in the Information Age, edited by Stephen Lax, 107-23. London: Palgrave, 2001. |
