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1.
ABSTRACT

Amplified by a global political climate of fear, oppression, and increased nationalism, this article examines how U.S. secondary students in a digital media elective course used multimodal composition, and video production in particular, as a nexus of ‘participatory politics.’ By partnering theories of multiliterate expression with youth civic engagement, it offers new understandings into how urban youth use digital media production to leverage school-based social action. Refracted through a mediated discourse analysis lens, and with a particular focus on sound as a modal resource for design, findings suggest that youth used media production and semiotic sense-making to simultaneously enliven community action as well as shield students from personal histories of trauma. By engaging in the process of digital media production, as this article suggests, students cultivated new core practices of civic interaction and local engagement by amplifying injustice.  相似文献   

2.
This article aims to contribute new knowledge about the media literacies children assemble as they play the digital game Minecraft which it describes as a children's digital making platform. The article argues media literacy's tendency to use socio-cultural and humanist accounts of media participation limit its ability to fully explain digital making practices. Socio-material and performative literacy theories are used to introduce a framework for exploring digital media literacies across four nodes: digital materials, media production, conceptual understanding and media analysis [Dezuanni, M. 2015.“The Building Blocks of Digital Media Literacy: Socio-material Participation and the Production of Media Knowledge.”Journal of Curriculum Studies 47 (3): 416–419]. The article's second half outlines how the author uses digital ethnography in his home to understand children's Minecraft digital making and the article's theoretical claims are explored using empirical data. The conclusion considers the ramifications of digital making for media literacy research and practice.  相似文献   

3.
Many students enroll in video production courses in high school as part of a vocational, career, or technical program. While there has been an explosion of scholarly work in digital literacy in informal settings, less is known about how digital and media literacy competencies are developed through school-based video production courses. This study explores the relationship between civic engagement and the various multimedia instructional practices used in a high school video production course with a single-school convenience sample and an ethnically diverse population of students. Findings reveal that the best predictors of the intent to participate in civic engagement are having positive attitudes about news, current events, reporting, and journalism. Media literacy attitudes and a range of in-classroom learning experiences with video production are also associated with civic engagement.  相似文献   

4.
ABSTRACT

Educational researchers have invested much in isolating the specific ‘drivers’ that influence school change and teacher professional development. In this vein, this article draws attention to necessarily situated understandings of practice development through research into the nature of ‘middle leading’ for site based education development in one primary school district in regional Australia. Drawing on practice theory, the analysis reveals how developing and sustaining change in schools is contingent on middle leaders’ insider knowledge, shared responsibility and capacity to sustain and ‘drive’ teachers’ learning. The article argues more situated understandings of middle leading practices are essential for sustainable educational reform.  相似文献   

5.
ABSTRACT

This article presents the critical digital literacy practices of Latinx bilingual youth in the United States enrolled in a secondary ethnic studies course. Despite the expansion of digital tools in classrooms, empirical studies on the pedagogical affordances of such tools, and how they enhance youth’s critical digital literacies and understandings of themselves remain scarce. The author relies on participant observation, interviews, and the analysis of writing within a unit that incorporated students’ twenty-first century language and literacy practices via Vine’s social media platform to explore issues of power and privilege within an exacerbated sociopolitical climate. Findings reveal the ways in which students drew on a range of fluid linguistic and literate practices to make meaning of themselves, problematize oppressive dominant discourses, and negotiate more desired identities and literacies. Attention to young people’s translanguaging and multimodal codemeshing practices on social media platforms can harvest critical insight about what constitutes twenty-first century critical digital literacies.  相似文献   

6.
This article argues that digital games and school‐based literacy practices have much more in common than is reported in the research literature. We describe the role digital game paratexts – ancillary print and multimodal texts about digital games – can play in connecting pupils’ gaming literacy practices to ‘traditional’ school‐based literacies still needed for academic success. By including the reading, writing and design of digital game paratexts in the literacy curriculum, teachers can actively and legitimately include digital games in their literacy instruction. To help teachers understand pupils’ gaming literacy practices in relation to other forms of literacy practices, we present a heuristic for understanding gaming (HUG) literacy. We argue our heuristic can be used for effective teacher professional development because it assists teachers in identifying the elements of gameplay that would be appropriate for the demands of the literacy curriculum. The heuristic traces gaming literacy across the quadrants of actions, designs, situations and systems to provide teachers and practitioners with a knowledge of gameplay and a metalanguage for talking about digital games. We argue this knowledge will assist them in capitalising on pupils’ existing gaming literacy by connecting their out‐of‐school gaming literacy practices to the literacy and English curriculum.  相似文献   

7.
This paper discusses the representation of information literacy and media literacy in the Singapore education discourse as part of its twenty-first century competencies framework. Through examining the conceptual definitions, purposes/aims, and means of these two significant twenty-first century competencies in the global context and the Singapore education policy, the authors argue that despite both information literacy and media literacy have been widely recognized as crucial skills in the knowledge-based economy, they are perceived as separate concepts, given differentiated emphasis, and implemented using similar approaches by various governmental and educational agencies in Singapore. To facilitate the acquisition of these critical competencies, this paper argues that an overarching framework featuring the seamless integration of information and media literacy in school curricula and public education needs to be in place to clarify conceptual concerns and guide its practical implementation.  相似文献   

8.
ABSTRACT

Internationalisation of curriculum (IoC) practices promote students developing knowledge of other cultures, attitudes, values and ethics. This conceptual article argues that embedding critical reflection in the IoC program – through integrating insights from both IoC thinkers and critical reflection literature – may allow educators and students to not only gain understanding and/or competency in other cultures but better address questions of privilege, power and colonisation and thereby interrogate their own normative cultural understandings. Borrowing from debates within IoC pedagogy, as well as from Ahmed’s work on critical reflection, this article also argues that cross/intercultural understanding should be understood (and taught) not as a competency but a disposition towards thinking, analysing and understanding the world which is based on critiquing the ‘self’ and its relationship with the ‘other’.  相似文献   

9.
This article moves beyond book-based school ‘wide reading’ to propose constellations of multimodal media, including music videos, fashion parades, literary works, online games and material artefacts, along with associated pedagogies, as sponsors of pleasure. The article, based on empirical research with teachers in an Australian secondary school, proposes how the pleasure teachers experience in textual curation and research during curriculum planning might inform understandings of what reading might be for students. The author also considers the barriers to recognising diverse texts as having merit for study. Featuring Mattel’s Barbie, Kanye West and Andy Warhol, the article demonstrates how curation can inspire a vibrant reading fan culture and asks how teachers and students can negotiate or co-design ‘reading for pleasure’ curricula that make meaningful use of learner desires to seek collaboratively and collate creatively traces of meaning across media. Reading is an inevitable, spontaneous and enjoyable aspect of these practices.  相似文献   

10.
Despite the high numbers of students with disabilities struggling with literacy, few teachers report feeling well prepared to address it. Most students with disabilities encounter challenges in reading and professional development can help teachers learn a range of ways to address those. In this article, we discuss a professional development project in which prospective teachers work collaboratively with practicing teachers throughout their university preparation. The professional development provided builds on the idea of ‘literacy artifacts’, which are samples of students’ and teachers’ work. Using guided discussions, teachers across the career continuum construct understandings and practices in which they learn how to infuse literacy instruction into all teaching and learning. By conjoining the literacy artifact with instructional resources teachers use, participants make visible the complexity of literacy instruction and how literacy could be embedded in teaching content for students with disabilities especially in general education classrooms.  相似文献   

11.
A new direction?     
Digital literacy is now defined as a key area of competence in the new national curriculum for schools in Norway. For policy makers the terms ‘information society’ and ‘knowledge society’ has been used to argue for implementing new technologies in education, and for improving learning. These views have been highly problematic, partly because they do not take into consideration how new technologies are used by young people, or how schools work as social practices. This article will focus on how we conceptualize a student perspective in schools related to the use of digital technologies. Combining an increased focus on digital literacy in school curricula with an increased focus on student participation challenges our conception of the school-aged learner. In discussing these issues I will draw on results from a number of school-based ICT projects that I have been involved in since 1998.  相似文献   

12.
This article, which is speculative in outlook and emerges from an extended literature review on this subject, takes as its basic premise the notion that the idea of ‘creativity’– whether in relation to literacy, schooling or the economy, is constructed as a series of rhetorical claims. These rhetorics of creativity emerge from the contexts of research, theory, policy and practice. Initially, we distinguish 10 rhetorics, which are described in relation to the philosophical or political traditions from which they spring. The discussion then focuses on four rhetorics – play, technology, politics/democracy and the creative classroom – which have most relevance for understandings of literacies and the way in which these are nurtured, encouraged and expressed in different social settings. This article aims to summarise the rhetorics and their major concerns, while considering how selected ones might apply to an instance of media literacy. Key questions addressed in this article ask whether creativity is more usefully understood as an internal cognitive function or an external cultural phenomenon; whether it is a ubiquitous human activity or a special faculty; whether it is necessarily ‘pro‐social’ or should be dissident; and what the implications of a culturalist social psychological approach to creativity might be for analyses of the media literacy of children and young people.  相似文献   

13.
Abstract

Digital literacy is often proposed as a means of dealing with the problems apparently caused by ‘fake news’. This positioning article considers some of the difficulties with this approach. It argues that fake news is not an isolated phenomenon, but one that needs to be understood in a much broader social, economic and cultural context. It also addresses the practical possibilities and difficulties of teaching in this area. The notion of ‘digital literacy’ appears to define the phenomenon in technological terms. By contrast, this article suggests that we need a broader notion of media literacy, which is based on critical thinking about the economic, ideological and cultural dimensions of media. Even so, the article suggests, the broader problems that are at the root of the problem of ‘fake news’ are unlikely to be solved very easily.  相似文献   

14.
良好的媒介素养有益于促进学生自身信息的获取和知识的积累,对完善自身知识结构体系、建立和谐的人际关系具有重要意义。媒介教育在我国还处于探索阶段。积极探索开展媒介教育的有效途径和评估体系对切实提升高校媒介教育质量和大学生媒介素养具有重要意义。  相似文献   

15.
US youths’ lives are increasingly divided between the academic requirements of school and immersion in new media and culture outside school. Educators can help bridge in-school and out-of-school literacy practices by encouraging students to engage with hybrid texts that draw on multiple modes of representation. In this paper, we analyze the ‘disconnect’ between academic literacy and new media, discuss the concept of hybridity as a way to bridge it, and provide a linguistically grounded analysis of students’ hybrids texts and practices in two technology-intensive learning environments: a digital storytelling project in an after-school university-community collaborative and a one-to-one laptop program in an urban school district.  相似文献   

16.
This article addresses how capacity is conceived of and understood in youth media/civic education programming, and how beliefs about agency, development, relationality and youth manifests in the discourses, programmes, and practices of organizations operating youth media programmes. Through attention to a youth media and development programme in rural Nicaragua, the article addresses a key gap in theorizing how capacity operates within discourses and related practices that constitute ‘youth media’ and, in particular, it critically investigates how youth media discourse rests on an assumed foundation where capacity is defined as agency, empowerment or voice. This article situates youth media production within modernist discourses about education, development and ‘change’, in order to re-conceptualize agency through a mobilities framework that more fully attends to the complex and affective moments in youth media discourses.  相似文献   

17.
Storyboarding is one common strategy used in teaching young people digital media. This paper argues that in adolescents' literacy practices, they engage in production on the go. The metaphor is described in this paper to put forward the argument that storyboarding can be a retrospective and redundant literacy activity in adolescents' school literacy practices when it is not their inherent practice to engage in a two-step process in digital media production, i.e., design intended to precede production. Drawing on the theoretical underpinnings of New Literacy Studies, this study adopts an ethnographic perspective to gain insights into 10 14-year-old Chinese adolescents' literacy practices in Singapore. Data for this paper were collected over a period of eight months from participant observations, with video-and-audio recordings, semi-structured and in-depth text-elicited group and individual interviews, the adolescents' research diaries and artefacts from their literacy practices.  相似文献   

18.
The paper is based on ethnographic fieldwork in the north-west of Bangladesh. It explores conceptual and methodological issues involved in assessing the impact of adult literacy acquisition on social development. The paper compares ethnographic perspectives on literacy within the ‘New Literacy Studies’, and the conceptual framework provided by the ‘Livelihoods Approach’. In terms of women's literacy, the paper argues that instead of seeing the process as one of ‘skills’ acquisition, impact assessment should also examine processes of negotiation and resistance over new gender roles and identities. The risk and vulnerability associated with subaltern literacy practices, and women's literacy in particular, mean that such practices often remain hidden, and are conducted surreptitiously. Such a perspective has implications in terms of how we understand literacy, and the methods employed in impact assessment. These issues are examined in relation to both secular and religious (Koranic) literacies.  相似文献   

19.
Technology, digital media and popular culture form an important aspect of young children’s life-worlds in contemporary post-industrial societies. A problem for early childhood educators is how to most effectively integrate these aspects of children’s life-worlds into the provision of play-based learning. Traditionally, research has considered barriers to teacher uptake of technologies in the early years, or teacher beliefs and attitudes about using technologies with young children. An alternative perspective focuses on children’s play as the foundation for early childhood curriculum provision and argues that what is needed instead are ‘new’ concepts of play more appropriate for explaining children’s contemporary play experiences in post-industrial societies. This article examines the influence of a new concept of play called ‘web-mapping’ on teachers’ curriculum practices in early childhood education, and finds that, according to Vygotsky’s ideas about explicit and implicit mediation, new concepts of play are likely to provide a fruitful avenue for addressing the ‘problem’ of technology, digital media and popular-culture integration in early childhood education.  相似文献   

20.
This article suggests how we should study media and information literacies (MIL) and do so at a time, when young people nurture these literacies through multiple media practices and across spaces of learning. Our basic argument is this: in order to gain a robust knowledge base for the development of MIL we need to study literacy practices beyond print literacy and numeracy, and we need to study these practices beyond formal spaces of learning. The argument is unfolded with particular focus on ethnic minority youth since this group routinely figures as under-achieving in studies of school literacy, such as Programme for International Student Assessment. Based on a brief overview of literacy studies in view of digitization and a critical examination of recent studies of youthful media practices and ethnicity, the argument is illustrated through an empirical analysis that draws on results from a nationally representative survey of media uses among Danes aged 13–23 years. The analysis demonstrates that ethnic minority youth offer the most serious challenge to existing literacy hierarchies found in formal education. We discuss the implications of these results for educational policy-making and for future research on MIL, advocating inclusive approaches in terms of media for learning and spaces of learning.  相似文献   

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