Media Literacy: twenty-first century arts education

Reas, Casey

doi:10.1007/s00146-006-0035-8

Cited by 4 publications

(2 citation statements)

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“…There are now communities around sites such as makezine.com or instructables.com where members have posted hundreds of thousands of videos on virtually any topic (Torrey, McDonald, Schilit, & Bly, 2007). In some cases, these communities follow the open source movement and have networks develop around the use of a particular programming language, Processing (Reas, 2006a, 2006b; see also http://processing.org), which is used in the design and media arts community. In other cases, these communities have developed around the use and development of an open-source construction kit, called Arduino, that hobbyists around the world use to design projects, such as their own laser printers.…”

Section: Creative Media Production As Diymentioning

confidence: 99%

“…Analyses of these communities reveal that youths’ technical DIY practices often include learning computer education concepts and skills (e.g., sustained reasoning, managing problems and finding solutions, and using graphics and/or artwork packages to express ideas creatively) as well as high-level skills such as algorithmic thinking and programming (Cunningham, 1998; diSessa, 2001; Maloney et al, 2008). Programming within the context of DIY is a particularly important technical practice because it allows the creator to manipulate the medium of the computer (Peppler, 2010; Reas, 2006a, 2006b). In an effort to introduce the essentials of programming and other technical skills to youth, we argue that learning to code is important but by no means the only building block for understanding how digital media is designed; it can provide an additional venue for originality and expression in digital media.…”

Section: Participatory Competencies In Creative Media Productionmentioning

confidence: 99%

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Youth, Technology, and DIY

Kafai

Peppler

2011

Review of Research in Education

167

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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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Section: Creative Media Production As Diymentioning

confidence: 99%

Section: Participatory Competencies In Creative Media Productionmentioning

confidence: 99%

Youth, Technology, and DIY

Kafai

Peppler

2011

Review of Research in Education

167

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Developing Gaming Fluencies with Scratch

Kafai¹,

Peppler²

2012

Games, Learning, and Society

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Media Arts: Arts Education for a Digital Age

Peppler

2010

Teachers College Record: The Voice of Scholarship in Education

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Background/Context New technologies have been largely absent in arts education curriculum even though they offer opportunities to address arts integration, equity, and the technological prerequisites of an increasingly digital age. This paper draws upon the emerging professional field of “media arts” and the ways in which youth use new technologies for communication to design a 21st-century K-12 arts education curriculum. Description of prior research on the subject and/or its intellectual context and/or policy context Building on sociocultural theories of constructionism as well as Dewey's theories of the arts and aesthetics as a democratic pedagogy, this study draws upon over three years of extensive field study at a digital design studio where underprivileged youth accessed programming environments emphasizing graphics, music, and video. Purpose/Objective/Research Question/Focus of the Study This study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Research Design A mixed-methods approach was utilized that analyzed data from participants and professional interviews, an archive of youths’ media art, and videotape documentation of youth at work on their projects. Conclusions/Recommendations Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.

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Media Literacy: twenty-first century arts education

Cited by 4 publications

References 0 publications

Youth, Technology, and DIY

Youth, Technology, and DIY

Developing Gaming Fluencies with Scratch

Media Arts: Arts Education for a Digital Age

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