Re‐mixing multimodal resources: multiliteracies and digital production in Norwegian media education

Erstad, Ola; Gilje, Øystein; Lange, Thomas de

doi:10.1080/17439880701343394

Cited by 97 publications

(42 citation statements)

References 9 publications

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“…Less has it been structured around meaningful integration with pedagogies for empowering critical agency for the digital future. Curation as digital media literacy, in this sense, can both inspire agency around critical analysis of information as it pertains to the individual (Erstad et al 2007) but also as it relates to critical inquiry about hegemonic structures in participatory democracy, and about critical skills to combat passivity, groupthink, and the spiral of silence (Kellner and Share 2007).…”

Section: Curation As Digital and Media Literacymentioning

confidence: 99%

Exploring Curation as a core competency in digital and media literacy education

Mihailidis

Cohen

2013

JIME

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In today's hypermedia landscape, youth and young adults are increasingly using social media platforms, online aggregators and mobile applications for daily information use. Communication educators, armed with a host of free, easy-to-use online tools, have the ability to create dynamic approaches to teaching and learning about information and communication flow online. In this paper we explore the concept of curation as a student-and creation-driven pedagogical tool to enhance digital and media literacy education. We present a theoretical justification for curation and present six key ways that curation can be used to teach about critical thinking, analysis and expression online. We utilize a case study of the digital curation platform Storify to explore how curation works in the classroom, and present a framework that integrates curation pedagogy into core media literacy education learning outcomes.

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Section: Curation As Digital and Media Literacymentioning

confidence: 99%

Exploring Curation as a core competency in digital and media literacy education

Mihailidis

Cohen

2013

JIME

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“…This work demonstrated that youth who made reference to popular culture texts in their work (i.e., Beyoncé, Bart Simpson, Chris Brown) were invariably likely to persist in creative media production for more than a day at the after-school center, as opposed to projects without such references were half as likely to persist (Peppler, 2007). The act of remixing involves selecting and combining semiotic resources into new multimodal texts (Erstad et al, 2007). Erstad and colleagues have focused on the remixing of such resources because it moves youth fluidly between analysis and production -between critically reading and writing semiotic texts.…”

Section: Participatory Competencies In Creative Media Productionmentioning

confidence: 94%

Youth, Technology, and DIY

Kafai

Peppler

2011

Review of Research in Education

168

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Abstract. Traditionally, educational researchers and practitioners have focused on the development of youths' critical understanding of media as a key aspect of new media literacies. The 21 st Century media landscape suggests an extension of this traditional notion of literacy -an extension that sees creative designs, ethical considerations, and technical skills as part of youth's expressive and intellectual engagement with media as participatory competencies. These engagements with media are also part of a growing Do-It-Yourself, or DIY, movement involving arts, crafts, and new technologies. The purpose of this chapter is to provide a framework and a language for understanding the multiple DIY practices in which youth engage while producing media. In the review, we will first provide a historical overview of the shifting perspectives of two related fields-new media literacies and computer literacy -before outlining the general trends in DIY media cultures that see youth moving towards becoming content creators. We then introduce how a single framework allows us to consider different participatory competencies in DIY under one umbrella. Special attention will be given to the digital practices of remixing, reworking, and repurposing popular media among disadvantaged youth. We will conclude with considerations of equity, access, and participation in after-school settings and possible implications for K-12 education.

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“…Bottom-up relates to non-formal cultural influences of technology practices that students and teachers experience outside of school. Introducing digital tools into classrooms also invites potentially unproductive practices that might be in conflict with classroom objectives and syllabus goals (Erstad, Gilje, and de Lange 2007a;Willett 2007). This tension in school-based media education is therefore explained primarily on the basis of the divide between educational goals aiming at developing explicit, systematic and assessable competencies, and the students' own competencies with media culture which is holistic, interactive and often characterized by emotional involvement and spontaneous learning (Buckingham 2003;Rantala 2009).…”

Section: Digital Practices In Media Classroomsmentioning

confidence: 97%

Re‐mixing multimodal resources: multiliteracies and digital production in Norwegian media education

Cited by 97 publications

References 9 publications

Exploring Curation as a core competency in digital and media literacy education

Exploring Curation as a core competency in digital and media literacy education

Youth, Technology, and DIY

Formal and non-formal digital practices: institutionalizing transactional learning spaces in a media classroom

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