Meaningful and Expansive: Literacy Learning Through Technology‐Mediated Productions

Crampton, Anne; Scharber, Cassandra; Lewis, Cynthia; Majors, Yolanda J.

doi:10.1002/jaal.723

Cited by 5 publications

(6 citation statements)

References 8 publications

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“…Within media literacy education, efforts to teach for savvy consumption of information are well represented, as are efforts to teach youth to express their voices through dialogue, circulation and production (Crampton, Scharber, Lewis & Majors, 2018;Hobbs, 2010;Kahne et al, 2016;Middaugh & Evans, 2018). These elements are also discussed side-by-side as components of an overarching set of practices that make up media literacy.…”

Section: The Circulation and The Ethics Of Sharing In Civic Media Litmentioning

confidence: 99%

“…These elements are also discussed side-by-side as components of an overarching set of practices that make up media literacy. However, concerns about misinformation are usually confined to analysis of youth involved in the explicit task of assessing credibility (Kahne & Bowyer, 2017;Martens & Hobbs, 2015) and sometimes in relation to production of media (Crampton et al, 2018;Hobbs, 2010;Garcia, Mirra, Morrell, Martinez, & Scorza, 2015), but not systematically discussed in relation to the circulation of media.…”

Section: The Circulation and The Ethics Of Sharing In Civic Media Litmentioning

confidence: 99%

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Civic Media Literacy in a Transmedia World: Balancing Personal Experience, Factual Accuracy and Emotional Appeal as Media Consumers and Circulators

Middaugh¹

2018

JMLE

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Amid growing concerns over the role of "fake news" in civic and political life, efforts to understand how to best prepare youth to evaluate and reason about online sources have gained a sense of urgency. However, less attention has been paid to how such skills are used in the context of the broader array of information behavior that is typical of civic and political participation today-particularly in the circulation of information. Through thematic analysis of interviews and think aloud tasks with n=24 urban high school students reasoning through the processes of search, credibility analysis and circulating information for the purposes of issue advocacy, two considerations for civic media literacy education emerged. First, greater attention is needed to educating youth to coordinate the considerations for factual accuracy with the social and emotional components of civic media, particularly once they move beyond the task of being asked to assess media and into the tasks of searching for or choosing to share media. Second, greater attention is needed on circulation in civic media literacy and what it means to share information ethically and responsibly.

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Section: The Circulation and The Ethics Of Sharing In Civic Media Litmentioning

confidence: 99%

Section: The Circulation and The Ethics Of Sharing In Civic Media Litmentioning

confidence: 99%

Civic Media Literacy in a Transmedia World: Balancing Personal Experience, Factual Accuracy and Emotional Appeal as Media Consumers and Circulators

Middaugh¹

2018

JMLE

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“…Crampton et al. () also discovered that urban adolescents’ experiences with a digital literacy project “resulted in changes in thought, perspective, and identity” (p. 576) and that the technology tools allowed for experiences of exchange (and collaboration) and had a significant impact on student learning. These findings are consistent with those from Karam's () case study of an Iraqi refugee adolescent who was resistant to school‐based literacy practices until the opportunity to create an online game (as an alternative assignment) allowed him to “present new identities and seek new possibilities of selfhood” (p. 516) that resonated with his out‐of‐school identity as an expert gamer.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Johnson () argued for a shift in how the field views success to encompass the complex ways in which African American youths in particular experience education. The growing number of studies that have demonstrated how urban youths use and reappropriate technology to create meaningful work represents such a counternarrative (e.g., Crampton, Scharber, Lewis, & Majors, ; Lewis Ellison, ; Shapiro & MacDonald, ).…”

mentioning

confidence: 99%

“My Thoughts on Gun Violence”: An Urban Adolescent's Display of Agency and Multimodal Literacies

Lee¹,

Meloche²,

Grant³

et al. 2019

J Adolescent & Adult Lit

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Offering students the opportunity to use digital tools to research critical issues in their lives can support their agency.I lost a lotta family members to gun violence, and that was my topic, so it gave me a chance to really realize it's real. (Quincy, a 13-year-old African American student; all names are pseudonyms) Q uincy stated this about an inquiry project about a problem, gun violence, that he wanted to investigate. In this article, we present a case study of his development of a research project that focused on this issue, which impacts his community. We analyzed his project as part of a larger exploratory qualitative study of the growth of students' digital and information skills. The research question that we address here is, How did one urban youth demonstrate agency in the creation of a multimodal project and in his use of technology to address and present solutions to a specific problem in his community?Multimodal texts are "composed of combinations of words, images, and other modalities" (Gee, 2011, p. 194). A critical discourse analysis of Quincy's multimodal PowerPoint project gave us an in-depth look at what he learned about gun violence, the information he chose to present, and how he used technology to convey a compelling message about stopping gun violence in his community. A primary finding from this case study is how the teacher fostered agency for Quincy by balancing teacher guidance and student choice over specific aspects of the project.Research comparing students of color in underserved communities against white middle class students has often used a deficit lens to examine disparities (e.g., achievement gap; Johnson, 2017;Nasir & Hand, 2006). Howard (2013) stated that much of the literature from social science fields, the media, the press, and other academic work "has fallen short in providing a more holistic and affirming account of Black males in schools" (p. 57), and he called for a disruption in educational research by presenting counternarratives that highlight the achievements and successes of students of color. Johnson (2017) argued for a shift in how the field views success to encompass the complex ways in which African American youths in particular experience education. The growing number of studies that have demonstrated how urban youths use and reappropriate technology to create meaningful work represents such a counternarrative

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“…There has been emerging attention given to teaching youth to search for and assess the credibility of online media (McGrew et al , 2018), as well as produce their own (Crampton et al , 2018). Yet, there has been limited research surrounding the most common online form of civic engagement in the digital age – the circulation of social media within online social networks (Cohen and Kahne, 2012; Jenkins et al , 2016; Middaugh, 2018).…”

Section: Introductionmentioning

confidence: 99%

Think before you share: building a civic media literacy framework for everyday contexts

Middaugh

Bell

Kornbluh

2022

ILS

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Purpose In response to concerns about fake news (Allcott et al., 2019) and polarization (Wollebaek et al., 2019), youth media literacy interventions have emerged to teach strategies for assessing credibility of online news (McGrew et al., 2018) and producing media to mobilize others for civic goals (Kahne et al., 2016). However, in light of evidence that practices learned in classroom contexts do not reliably translate to the context of sharing social media (Middaugh, 2018), this study aims to provide a better understanding of youth social media practices needed to design meaningful and relevant educational experiences. Design/methodology/approach Semistructured interviews with a think-aloud component were conducted with a diverse sample of 18 California youth (15–24) to learn about factors that guide behavior as they access, endorse, share, comment and produce civic media. Findings Findings suggest a shift toward reliance on incidental exposure and noninstitutional sources when accessing information and a tendency toward endorsement and circulation of posts (vs producing original posts) when engaging with civic issues on social media. As participants engaged in these practices, they not only applied judgments of credibility and civic impact but also concerned for personal relevance, relational considerations and fit with internet culture. Originality/value The authors recommend moving beyond models that reflect linear processes of effortful search, credibility analysis and production. Instead, the authors propose a new dynamic model of civic media literacy in which youth apply judgments of credibility, relational considerations, relevance to lived experience, civic impact and fit with internet culture as they receive, endorse, share, comment on and produce media in a nonlinear fashion.

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Meaningful and Expansive: Literacy Learning Through Technology‐Mediated Productions

Cited by 5 publications

References 8 publications

Civic Media Literacy in a Transmedia World: Balancing Personal Experience, Factual Accuracy and Emotional Appeal as Media Consumers and Circulators

Civic Media Literacy in a Transmedia World: Balancing Personal Experience, Factual Accuracy and Emotional Appeal as Media Consumers and Circulators

“My Thoughts on Gun Violence”: An Urban Adolescent's Display of Agency and Multimodal Literacies

Think before you share: building a civic media literacy framework for everyday contexts

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