Hanging Out, Messing Around, and Geeking Out

Ito, Mizuko; Baumer, Sonja; Bittanti, Matteo; boyd, danah; Cody, Rachel; Stephenson, Becky Herr; Horst, Heather A.; Lange, Patricia G.; Mahendran, Dilan; Martínez, Katynka Z.; Pascoe, C. J.; Perkel, Dan; Robinson, Laura; Sims, Christo; Tripp, L. U. G.

doi:10.7551/mitpress/8402.001.0001

Cited by 518 publications

(198 citation statements)

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“…Young people go to online spaces to learn about the issues and challenges they are facing in their lives (Ito et al 2010). In my doctoral research that focused on studying 11 young people's usage of social media for learning about and taking action on local environmental issues, the majority said that climate change is their number one concern (Field 2017).…”

Section: Two Educational Shiftsmentioning

confidence: 99%

Climate Change: Imagining, Negotiating, and Co-Creating Future(S) with Children and Youth

Field

2017

Curric Perspect

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With an understanding that children and young people will be severely affected by climate change consequences, this paper asks, what role should they have in their education or in civil decisions that will impact their quality of life in a climate-altered world? The paper argues that too often educational responses to uncertainty result in instrumental approaches where children and youth are not given agency to be active participants in their educational choices. Educational responses that emphasize participatory, place-based and transformative or emancipatory approaches to learning are likely to be more generative and responsive to young people's needs.Using Kagwa and Selby's (2010) framing that climate change offers a "learning moment [that] can be seized to think about what really and profoundly matters, to collectively envision better futures, and then to become practical visionaries in realizing the future" (p.5), the paper suggests two educational shifts that will help formal education systems become responsive to the needs of the twenty-first century. The first shift, adopting community as curriculum, focuses on knowledge production becoming a participatory process that is practiced with and amongst community members trying to solve local problems. The second shift, adopting a connected learning approach, focuses on harnessing the advances of innovations of the digital age with an equity agenda to address local issues. The paper outlines case examples which highlight how these shifts create pathways for what environmental sustainability education calls for in order to foster creative engagement in emergent change, facilitated by new approaches to learning and ways of organizing.

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Section: Two Educational Shiftsmentioning

confidence: 99%

Climate Change: Imagining, Negotiating, and Co-Creating Future(S) with Children and Youth

Field

2017

Curric Perspect

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“…The theories and practices of new media literacies we had been discussing were unfolding before our eyes. For example, students reported that technology-rich environments were "rich" due in part to the material and human resources that allow for digitally-mediated interactions and networked activities (Ito, 2010;Ito et al, 2013;Lister et al, 2009). Students also noted the variability in spatial design conducive for specific purposes, including physical set ups for messing around as an element of learning.…”

Section: Experiential Learning To Poster Projectmentioning

confidence: 96%

“…As we moved toward weeks 5 to 8 of the semester, different articles and studies of new media literacies in youth's lives provided practical insights (Ito, 2010;Palfrey & Gasser, 2008;Scott & White, 2011). Genres of participation such as hanging out, messing around, and geeking out offered a framework for us to consider.…”

Section: Experiential Learning To Poster Projectmentioning

confidence: 98%

New media literacies as social action: The centrality of pedagogy in the politics of knowledge production

Jocson

2015

Curriculum Inquiry

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In this article, the author illustrates the blurring lines of youth cultural production and participatory politics from the perspective of new media literacies. Drawing on design-based action research, the author discusses pedagogical considerations in the conceptualization of new media literacies in a semester-long course that culminated in inquiry-based social action projects created by university students in the urban Midwest. Noteworthy in the course was an emerging ethos developed through collaboration, participation, and distributed expertise leading to the production of video documentaries and interactive websites. New media literacies served as core cultural competencies and social skills in a new media landscape, but more importantly emerged as key practices toward youth cultural production and participatory politics. The latter offers insights into the centrality of pedagogy in the politics of knowledge production.

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“…This is sometimes referred to as "collaborative remixability," (Dybwad, 2005). Jenkins (2006;Jenkins et al, 2007) and Ito (2010) have written extensively about the role that youth have played in leveraging online communities to repurpose media scripts and create new dynamic communities that are civic and participatory in and of themselves. Manovich (2005) argued extensively for the central role that repurposing and sharing information will play in networked societies of the 21st century.…”

Section: Media Literacy's Role In Participatory Culturementioning

confidence: 99%

(Re)Mix, (Re)Purpose, (Re)Learn: Using Participatory Tools for Media Literacy Learning Outcomes in the Classroom

Mihailidis

2011

Action in Teacher Education

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This article explores how participatory online tools can enable media literacy learning outcomes premised on production, participation, and collaboration. In Spring 2009, 218 students enrolled in media literacy courses at Hofstra University and the University of Maryland remixed news from major news networks around the world using LinkTV's (n.d.) Know the News remix tool. The participants were then asked to complete a series of questionnaires detailing their experiences with remix, media literacy, and learning about bias, perspective, and ethics in news. The study investigated how the remixing process influences new understandings of bias, perspective, and ethics in the context of digital technologies and participatory web tools. The results of this study show that by allowing students to actively remix and (re)create their own media scripts, they were able to better grasp the storytelling process and its limitations. These outcomes recommend that students in P-12 education may better utilize new media technologies if they embrace active educational strategies throughout their educational experiences. Teachers armed with firsthand experience of such tools will be better prepare to enable participation, engagement, and creativity with their students in the 21st century.

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Hanging Out, Messing Around, and Geeking Out

Cited by 518 publications

References 0 publications

Climate Change: Imagining, Negotiating, and Co-Creating Future(S) with Children and Youth

Climate Change: Imagining, Negotiating, and Co-Creating Future(S) with Children and Youth

New media literacies as social action: The centrality of pedagogy in the politics of knowledge production

(Re)Mix, (Re)Purpose, (Re)Learn: Using Participatory Tools for Media Literacy Learning Outcomes in the Classroom

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