Girls, Media and Online Gaming

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Renee Hobbs presented at Teachers College Columbia University in 2007, describing the develop of My Pop Studio. com, an online play space designed to introduce girls to media literacy through play.

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  • Girls, Media and Online Gaming

    1. 1. Girls, Media and Online Gaming: Reflections on the Use of Popular Culture for Health Promotion Renee Hobbs Temple University April 10, 2007
    2. 2. My Six Hats <ul><li>hat </li></ul>ADVOCATE RESEARCH SCHOLAR CURRICULUM DEVELOPER EDUCATOR PARENT CITIZEN Each role shapes my questions about girls, games, media literacy and online media.
    3. 3. Launched in July 2006 http://mypopstudio.com
    4. 4. Creative Production & Critical Analysis <ul><li>Celebrity culture </li></ul><ul><li>Music and emotion </li></ul><ul><li>Time & choice in media consumption </li></ul><ul><li>Personal and social identity & values </li></ul><ul><li>Stereotyping/issues of representation </li></ul><ul><li>Impact of multi-tasking on attention </li></ul><ul><li>How digital media affects friendships </li></ul><ul><li>The beauty ideal </li></ul>
    5. 5. Overall Learning Goals <ul><li>Girls will understand… </li></ul><ul><li>1) that people make choices when they construct media and those choices shape the form and content of messages; </li></ul><ul><li>2) that there are values present in media messages that imply ideas about people’s attitudes, lifestyle and behaviors. </li></ul>
    6. 6. A Model of Program Impact Program Mediators Primary Outcomes Secondary Outcomes Media Literacy Activation of Critical Thinking Skills Activation of Creation Skills Sense of Mastery/ Competence Positive Developmental Outcomes Recognition of Constructedness of Messages Recognition of Values Messages Metacognitive Modeling Knowledge Transfer of Skills to Media Environment Awareness of Media’s Role in Health Proximal Distal Repeated Use Participation in an Online Community Activation of Creation Skills Enjoyment / Play Pleasure
    7. 18. The Balancing Act http://mypopstudio.com Play vs. learning
    8. 19. Key Concepts of Media Literacy <ul><li>Messages are constructed </li></ul><ul><li>2. They are representations that have embedded </li></ul><ul><li>values and points of view. </li></ul><ul><li>3. Media use unique languages, codes, genres & </li></ul><ul><li>conventions. </li></ul><ul><li>4. Messages are created and circulate within a </li></ul><ul><li>socio-political and economic context. </li></ul><ul><li>People interpret messages differently depending on </li></ul><ul><li>their lived experiences & prior knowledge. </li></ul>
    9. 21. The Balancing Act http://mypopstudio.com Play vs. learning Immersion/flow vs. meta-cognition
    10. 22. Some Reflections & Implications Games provide immersive experiences where users can experience flow states that build a sense of mastery/competence, but… … immersion may work against the process of developing meta-cognitive thinking where critical distancing & analytic skills are important
    11. 23. A Model of Program Impact Program Mediators Primary Outcomes Secondary Outcomes Media Literacy Activation of Critical Thinking Skills Activation of Creation Skills Sense of Mastery/ Competence Positive Developmental Outcomes Recognition of Constructedness of Messages Recognition of Values Messages Metacognitive Modeling Knowledge Transfer of Skills to Media Environment Awareness of Media’s Role in Health Proximal Distal Repeated Use Participation in an Online Community Activation of Creation Skills Enjoyment / Play Pleasure
    12. 25. Eight Forums Provide Conversation Places for Users Synchronous Communication ie., IM/chatrooms
    13. 26. Eight Forums Provide a Conversation Place for Users <ul><li>Compliments </li></ul><ul><li>Criticisms </li></ul><ul><li>Connections: between game and personal life, media & world </li></ul><ul><li>Promotion </li></ul>
    14. 27. Examples <ul><li>Britty_free: (commenting about Rivers): You are really good at this……maybe you can help me with some some? </li></ul><ul><li>Zaraerliz: (commenting about Emma): This was awful- you really need to sort out your girl – she is U.G.L.Y!!!! </li></ul><ul><li>BrokliGrl5: Can someone please watch Riley?? Pleasee </li></ul><ul><li>Coolmary22: If any of u were celebritys you wouldn’t say so u would want to be treated “normel” or sompin like tha </li></ul>
    15. 28. Eight Forums Provide a Conversation Place for Users <ul><li>Dialogue among existing friends </li></ul><ul><li>Flaming </li></ul><ul><li>Self-disclosure & authenticity verification </li></ul><ul><li>Self-policing </li></ul><ul><li>Flirting/sex talk </li></ul><ul><li>Cyber sex </li></ul><ul><li>Luring/stalking </li></ul>
    16. 29. Examples <ul><li>Annoyingjabber411: is any1 there now!!!???? *SIGH* </li></ul><ul><li>Ms.Concedded: mandycaro78, why did you name your popstar puerto rico? Thats stupid!!!!!!!!!!!!! </li></ul><ul><li>Applepie413: Are you going to Smileys after practice? </li></ul><ul><li>Pam-pam: Crystal u sound like u is on crack </li></ul><ul><li>Channel: yeah you just jelous! </li></ul>
    17. 30. Examples <ul><li>Hey: soccerkate u need to stop being mean and using bad </li></ul><ul><li>language because this is not what the web site is </li></ul><ul><li>Shelayx3: r u from Toronto? </li></ul><ul><li>Chrissie777: where do you live? </li></ul><ul><li>Lets_have_s.e.x.: how old r u </li></ul><ul><li>Hot guy: go 2 the tv chat room </li></ul><ul><li>Hot guy: come on hottie </li></ul>
    18. 31. The Straws that Broke the Camel’s Back <ul><li>Two parent complaints </li></ul><ul><li>One cybersex dialogue </li></ul><ul><li>One possible luring/stalking situation </li></ul>We moved from an unmonitored site (July 2006) to a monitored site for 10 hours weekly (September 2006) to pre-approving comments (March 2007)
    19. 32. Some Reflections & Implications http://mypopstudio.com
    20. 33. The Balancing Act http://mypopstudio.com Play vs. learning Immersion/flow vs. meta-cognition Freedom/exploration vs. control/safety
    21. 34. A Model of Program Impact Program Mediators Primary Outcomes Secondary Outcomes Media Literacy Activation of Critical Thinking Skills Activation of Creation Skills Sense of Mastery/ Competence Positive Developmental Outcomes Recognition of Constructedness of Messages Recognition of Values Messages Metacognitive Modeling Knowledge Transfer of Skills to Media Environment Awareness of Media’s Role in Health Proximal Distal Repeated Use Participation in an Online Community Activation of Creation Skills Enjoyment / Play Pleasure
    22. 35. Some Reflections & Implications Self-disclosure and authenticity verification are normal communicative processes of social interaction yet they are contradicted by the language of “privacy and safety” used by adults about online communication
    23. 36. Some Reflections & Implications Sexual exploration is a natural developmental milestone for adolescent girls and IM/chat provides anonymity to practice or try out various identity roles … .but this doesn’t support our key learning outcomes for media literacy
    24. 37. Some Reflections & Implications There was a more authentic sense of community when there were no controls…
    25. 38. Some Reflections & Implications There was a more authentic sense of community when there were no controls… … .but IM/chat social interaction was distracting from the educational goals of the site and creating potential safety hazards
    26. 39. Opportunities and Challenges for the Use of Popular Culture in the Classroom <ul><li>Play vs. learning </li></ul><ul><li>Immersion/flow vs. meta-cognition </li></ul><ul><li>Freedom/exploration vs. control/safety </li></ul>
    27. 40. Next Steps for Research <ul><li>Content analysis of user-produced materials & user comments </li></ul><ul><li>Online focus groups with users and non-users to explore concepts of meta-cognition, play, and learning </li></ul><ul><li>Experimental design measuring key learning outcomes among middle-school girls </li></ul>
    28. 41. <ul><li>Renee Hobbs </li></ul><ul><li>Temple University </li></ul><ul><li>Philadelphia PA </li></ul><ul><li>Email: [email_address] </li></ul><ul><li>Phone: (215) 204 4291 </li></ul><ul><li>Web: http://mediaeducationlab.com </li></ul>

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