If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/ authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper aims to examine the development and use of a scaffolded-social learning network (S 2 LN) called Remix World. The local aim is to increase understanding of how Remix World is integrated into programmatic and curricular structures as a way to support learning. The broader aim is to contribute to conversations about learning opportunities that S 2 LNs afford for participants.Design/methodology/approach -Remix World was integrated into the Digital Youth Network (DYN) in-school and after-school digital arts curriculum. DYN used Remix World to display and comment on media, artifacts and designs, and to post original work. Two of the authors were given accounts on Remix World, where they logged in to respond to comments and note site activities and conversations.Findings -The data suggest that students across the grade levels regularly used Remix World to post commentary, post media, and critique peers. Students used Remix World across ecologies (home, after school, and school day). Mentors' efforts to integrate the site into their classes increased the number of users and activities on Remix World.Practical implications -Integrating a media-based curriculum that encourages critique and production requires some formal feedback and guidelines. It is essential to explore how mentors and teachers pedagogically leverage the students' posts to reach curricular and programmatic learning goals.Originality/value -This study explores how features and affordances of social networking sites can be redesigned to intentionally support in-school pedagogical use that promotes transformative communication and the development of critical, new media literacies.A s access to, and use of, Web 2.0 technologies increases, an important analytic and design concern is better understanding of participants' literacy and learning opportunities and experiences within these spaces. When schools seek to leverage online learning spaces, tensions can emerge in negotiations between formal and informal knowledge that students may bring to Web 2.0 spaces. Previous research has focused on using social networks and social software as learning tools within classroom settings (McLoughlin and Lee, 2007;R...
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