A social semiotic mapping of voice in youth media: the pitch in youth video production

Pyles, Damiana Gibbons

doi:10.1080/17439884.2016.1095209

Cited by 11 publications

(2 citation statements)

References 13 publications

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“…Attentive methodology brings in to view the broader social dynamics that shape children’s inclusion through its analytic focus on how each is entangled materially and symbolically in the space. Recognising and attending to the contingencies of voice illuminates the power structures that shape children’s ways of being in the world and brings into view ‘what is being allowed or disallowed’ (Pyles, 2017: 9) and what this reveals about children’s lives.…”

Section: Children’s Inclusion and Its Challengesmentioning

confidence: 99%

Towards attentive, playful arts-based methodology with children

Lomax,

Smith

2024

Global Studies of Childhood

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This paper shares methodological insights from our research which sought to centre children in the production of knowledge during the 2020 global pandemic to consider how this can inform research with children beyond the crisis. Drawing on our longitudinal participatory arts-based research with 30 children aged 9–12 during 2020–22, the paper illustrates our response to the shifting research landscape which included navigating social restrictions to develop child-centred ways of working with socially distanced arts-based methods and technologies. The paper sets out key principles focused on foregrounding children’s ways of knowing and attentive seeing which underpinned our reframing of the research encounter from one in which adults are intent on extracting children’s ready-made thoughts to a space in which knowledge generation is recognised as a process of co-construction and engagement with children. Central to this process is our commitment to feminist care ethics and the application of principles from early childhood research and pedagogy which prioritise attentiveness to younger children’s rhythms and pace. Our aim, in setting out an approach which makes a space for playfulness with older children, is to elaborate the potential of slower, attentive methods and to offer a methodological framework to address to wider questions about what arts-based methods do.

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Section: Children’s Inclusion and Its Challengesmentioning

confidence: 99%

Towards attentive, playful arts-based methodology with children

Lomax,

Smith

2024

Global Studies of Childhood

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“…That said, a growing presence of user-generated content in online spaces with consumer-based interests has called into question the emancipatory potentials of youth voice in terms of individual expression and social participation (Dahya, 2016;Gibbons Pyles, 2015;Willett, 2008). Blum-Ross (2016) in particular addresses the conflicting needs of youth and the funders of youth organizations to reproduce narratives of need, which can in turn frame youth voice in unintended ways.…”

Section: Complicating Youth Voice: Attention Sociality and Participationmentioning

confidence: 99%

Multimodal exploration of civic stance in the English Language Arts classroom

Doerr-Stevens

2017

ETPC

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Purpose This study/paper aims to explore civic participation within multimodal expression. With the rise of content produced and circulated within participatory cultures online, there has been much attention raised regarding questions of audience and attention to this content. For example, does production of media content constitute having a voice if no one is paying attention? Design/methodology/approach Using multimodal analysis and mediated discourse analysis, this study examines adolescents’ school-based media production and use of multimodal ensembles to recruit and maintain audience attention to specific content in their radio and video documentaries. Findings Research findings reveal deliberate attempts to connect with audience needs when creating media as well as exploration of emerging civic identities. Research limitations/implications Questions for how researchers in literacy and learning can further investigate and articulate civic engagement and advocacy are suggested. Practical implications Implications for how teachers can use multimodality to create spaces for civic engagement are provided. Originality/value This study is original in that few studies have applied the concepts of participatory politics to media products and process conducted in school settings. This study begins to test the utility of these constructs.

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Video Composition in Secondary School

Bruce

2019

The International Encyclopedia of Media Literacy

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This entry provides an overview of research on adolescents' use of digital video (DV) as a compositional tool. DV is situated within the multidisciplinary fields of media literacy, new literacies, multimodal literacies, semiotics, and compositional studies. This powerful literacy tool allows students to compose multimodal expressions of meaningful learning. This entry articulates a model of video composition that details the complex and recursive processes that allow for the sequential multimodal representation of thoughts and ideas. When students use DV as a compositional tool, there are multiple available affordances in the design considerations. Research indicates that, when DV is used with adolescents in school and out of school contexts, they demonstrate engaged learning, identity exploration, mobile and embodied learning, and collaborative, mediated, and reflective learning.

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A social semiotic mapping of voice in youth media: the pitch in youth video production

Cited by 11 publications

References 13 publications

Towards attentive, playful arts-based methodology with children

Towards attentive, playful arts-based methodology with children

Multimodal exploration of civic stance in the English Language Arts classroom

Video Composition in Secondary School

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