Remix, literacy and creativity: An analytic review of the research literature

Abstract

Creativity is often identified as a key factor contributing to national economic growth and as an important life skill for personal and group wellbeing. Therefore, it is worth taking a close look at "creativity" as a concept and a practice, and to examine what might be at stake when grouping them together, especially in relation to schooling. The situation at schools is in marked contrast to a sizeable body of out-of-school research which shows how people are being creative and imaginative in their meaning making practices, especially within remix practices. The purpose of the paper is to survey existing English language research on digital remix and literacy with a view to identifying patterns across these studies that speak of the ways in which ordinary, everyday people have been practicing creativity. In the course of conducting this analytic review empirical publications published in English over the past two decades were examined and an overview of scientific literature on remix and literacy in out-of-school spaces was drawn up, identifying interesting patterns regarding creative endeavor and meaning making that might usefully inform classroom pedagogy. A related aim was to identify patterns concerning how digital remix and literacy have been studied to date. All of the 36 reviewed studies emphasise how approaching creativity as a thoroughly social phenomenon helps to confront instrumental approaches. The remix work documented in these studies show how committed people are to deliberately work at "being creative" and how that may help people to creatively engage with, or respond to, the rapid pace of change, with existing and emerging social, governmental and environmental problems, as well as to establish and maintain relationships across distance and differences.

Popular Culture Remixes as an Opening for Critical Dialogue with ELA Teacher Candidates

“…This is crucial work that requires instructors to do more than foster the conditions necessary for remixing to occur, but to be prepared to critically intervene if necessary. In the end, Knobel (2017) suggests it may well be “the principles of digital remix and creativity that find useful leverage for learning" (p. 47), and that teachers who attend closely to the layers of meaning and collaboration in digital remix may be reminded “that creativity is the province of everyday people and that they, too, can be creative in their teaching—and, importantly, open up spaces in which students can be creative as well” (p. 48).

A ttend to school(ing)‐related representations in media : Stay mindful of the ways teaching and learning are represented in the news and popular culture. In particular, work to embrace a multiplicity of views. Openly discuss cultural influence(s) : Work with students and teacher candidates to engage critically with the real‐world impact of media depictions. Provide ways to speak back : Create opportunities for students to actively participate in the conversation while stressing the importance of learning to dialogue across differences.

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“…31‐32). Nearly a decade later, Knobel (2017) expressed optimism regarding “a growing body of classroom‐based studies that take remix practices and new literacies seriously” (p. 47), especially given the somewhat antithetical ethos of remix to school systems’ current emphasis on testing and standardization.…”

What's in a word?

“…These characteristics are familiar to those who regularly study and engage with fan communities because fan fiction is a prime example of a new literacy. This well-known fan practice is a creative product of remix culture in which fans create fictional stories that derive from preexisting elements of popular culture (Knobel 2017). However, the "less-published" aspect of fan fiction incites skepticism among some educators, leaving them hesitant about implementing it in the classroom.…”

“Blowin’ in the Wind”

“…On the Becoming 3lectric website (http://www.becoming3lectric.com) that Crystal Beach, Stephanie Loomis, and I facilitate, we define remix (verb or noun) to mean “(taking our work + your work) or (your work + others’ work)” to create new meaning with images, words, sounds, and performances. Yet, Knobel () reminded us that remix also refers to “socialising environments for fostering everyday creative capacity” (p. 7).…”