We explore these questions: What does digital authorship look like in different contexts? What key elements are present across contexts? What are important distinctions?
If you were unable to participate in the live synchronous class, please view the video and answer the questions with text or video comment:
AGENDA FOR OUR SYNCHRONOUS ORIENTATION MEETING
- Renee’s reflection on LEAP 1, Media Memoir
- View and discuss: EVC’s Youth Documentary Workshop
- Discuss the compare-contrast diagrams you created
- Hobbs mini-lecture on Buckingham, Jenkins and Adobe Youth Voices
- Discuss key ideas from the readings:
- What is textual analysis (or deconstruction)? What is contextual analysis?
- Why does Buckingham say that, as an instructional strategy, media production is not an end itself?
- Why does Buckingham think it is important to distinguish “teaching about media” from “teaching with media”?
- Why is Buckingham concerned with vocational approaches to teaching media production in career-education contexts?
- Why does Buckingham believe that it’s essential to teach media analysis in ways that do not depend upon the imposition of teacherly authority?
- What is the definition of participatory culture? How does it challenges some of the norms of “doing school”?
- Why are “play” and “performance” considered new media literacy competencies?
- What is “appropriation” and why is it important as a new media literacy practice?
- What are the markers of a person who has creative confidence?
- Why does EVC and Adobe Youth Voices place so much emphasis the development of youth media projects that are rooted in the lives and community of learners?
- Review LEAP 2 and Reflective Multimedia Essay #1
- COMING UP! Providence Children’s Film Festival Events
PLEASE COMPLETE THESE ACTIVITIES BEFORE WEEK 5, Feb 20
- VIEW. Watch this short video about the City Voices, City Visions, a project in the Buffalo Public Schools. Consider why this video is quite different than the examples we saw from EVC and Adobe Youth Voices. Make at least one comment on the video using the ANT video annotation tool.
- READ. From among the list of readings below, select 2 to read. After reading, use the MUUT Discussion Board in “Response to Week 5 Readings” and offer an insight gained by reading these works and respond to these questions: How does collaboration support and extend the creative process? Why do creative people work together? How do they work together? What can go wrong?
- Chavez, V. & Soep, E. (2005). Youth radio and the pedagogy of collegiality. Harvard Educational Review 75(4), 409 – 434.
- Lange, P. (2014). Video mediated lifestyles. Kids on YouTube: Technical identities and digital literaces (pp. 126 – 156). Walnut Creek, CA: Left Coast Press.
- Burn, A. (2013) Six Arguments for the Media Arts: Screen Education in the 21st Century. Lecture at the Institute on Education, April 21..
- VIEW and COMMENT Watch this short video from Britain featuring Year 8 students planning a short drama sequence and comment on the key features of the pedagogy here using the Video ANT annotation tool.
- TWEET. Compose a tweet to reflect on the rhetoric and reality of creative confidence and collaboration as you have experienced it in any aspect of your life. Use the course hashtag #EDC534 to engage with peers as you reflect.
COMING UP! LEAP 2 DUE FEBRUARY 27
COMING UP! Reflective Multimedia Essay #1 DUE March 3