Transmedia literacy conference - Barcelona 10th December 2013


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Transmedia Literacy. From Storytelling to Intercreativity in the Era of Distributed Authorship.

The research Program in Digital Culture (IN3 — Universitat Oberta de Catalunya) is organizing a one-day international seminar on Transmedia Literacy. From Storytelling to Intercreativity in the Era of Distributed Authorship in Barcelona on December 10th.

We invite researchers, scholars, PhD candidates, experts and practitioners to submit papers, case studies, and transmedia projects for presentation at the seminar.

Possible topics include but are not limited to:

Cultural Production, Crossmedia and New Authorship
Narrative Models and Processes of Transmedia Storytelling
Theories of Fiction/Representation
Reception Theory in Gender and Media Studies
Digital Rhetoric and Information Aesthetics in Transmedia Storytelling
Participatory Cultures and Fan Cultures
Transmedia and Education
Crowdfunding/crowdsourcing Productions
Political Economy of Transmedia
Screenwriting and Semiotics of New Media
Interdisciplinary contributions are especially welcome.

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Transmedia literacy conference - Barcelona 10th December 2013

  1. 1. Transmedia Literacy. From Storytelling to Intercreativity in the Era of Distributed Authorship. Is the community a medium? Is “That’s me!” the message? The story of #Placevent: we are using social media to hack the academy by Valentina Bazzarin (University of Bologna) and the crew of Placevent [HUB]
  2. 2. It’s my job! Source: http://www.almalaurea. it/universita/occupazione/occupazione11
  3. 3. Digital Agenda Action 59 Make digital literacy and skills a priority of the "New skills for new jobs" Flagship to be launched in 2010, including the launch of a multi-stakeholder sectoral council for ICT skills and employment to address demand and supply aspects. What is the problem ? A changing labour market With the European labour market radically changing it is clear that new skills will be needed for the jobs of tomorrow. Shortage of adequate skills in some sectors or occupations already co-exist with unemployment across the EU. Why is EU action needed ? IT training is crucial All EU people must have access to IT training as acquiring digital skills can help people in getting new employment opportunities. What has the Commission done? The 'New skills for new jobs' flagship was adopted in November 2010 making digital literacy and skills a priority.
  4. 4. Facebook/Twitter Source: Eurobarometer 2011
  5. 5. Research/Action We run a research/action plan observing and collecting students’ self and community representation, using both digital-ethnographic methods and interviews, and assigning them problem-solving tasks. Sample: 2 groups of 20 students (most females, 2 males in each edition) attending the last year of the Master Degree in Sciences of Social and Public Communication. Fieldwork: The virtual places in which students segmented the job-market, where they are scouting and mashing information and defining their position are a blog (placevent. and personal or community profiles in the main social media. In this research we observed practices of use social media platforms and the evolution of their representation
  6. 6.
  7. 7. Why a blog? [...] individual interpretations are shaped and reinforced through ongoing discussions with other readers. Such discussions expand the experience of the text beyond its initial consumption. The produced meanings are thus more fully integrated into the readers’ lives and are of a fundamentally different character from meaning generated through a casual and fleeting encounter with and otherwise and unremarkable (and unremarked upon) text.” (Jenkins 1992;45) “
  8. 8. Hypothesis We suppose that ritual practices of the Internet interaction are developing, although these have not been completely codified yet, because in virtual communities we can observe a process supporting and enhancing shared social meanings and identities. Additionally, we found that individuals may belong to and identify with more than one community contemporaneously and serially, changing affiliations with great fluidity. But if you show to the students a different perspective and a different model of coworking based on sharing skills and knowledge students are able to create new ecosystems and to innovate traditional formats and content.
  9. 9. Analytics
  10. 10. Twitter @placevent1 by hootsuite
  11. 11. Ethnography The main result of this activity is that students feel empowered by witnessing their belonging to a group promoting innovation through practices of communication, as well as by overlapping and matching networks of relationship and widening the community or engaging new shareholders. Social media spaces are open, organizable and organized as actual traditional arenas are. This fluidity of boundaries, rules and roles needs to be described both maintaining the heritage of previous descriptions (McLuhan’s, 1962 or Castell’s, 1996) and by understanding the characteristics of new 2.0 media, such as the rise of ritual fluid identities and the trend to decline of passive audiences as we observed in this research.
  12. 12. Action Method • • • describing the framework (open data when it is possible); keywords selection; transmedia storytelling.
  13. 13. Teaching philosophy Source:
  14. 14. High tech bricoleur Bricoleur Vs ingé nieur. “Le bricoleur est apte à exé cuter un grand nombre de taches diversifies; mais, à la diffé rence de l’ ̂ ingé nieur, il ne subordonne pas chacune d’elles à l’obtention de matiè res premiè res et d’outils concus et procuré s à la mesure de son projet: son univers instrumental est clos, et la rè gle de son ̧ jeu est de toujours s’arranger avec les “moyens du bord”, c’est-à -dire un ensemble à chaque instant fini d’outils et de maté riaux, hé té roclites au surplus, parce que la composition de l’ ensemble n’est pas en rapport avec le projet du moment, ni d’ailleurs avec aucun projet particulier, mais est le ré sultat contingent de toutes les occasions qui se sont pré senté es de renouveler ou d’enrichir le stock, ou de l’entretenir avec les ré sidus de constructions et de destructions anté rieures. L’ensemble des moyens du bricoleur n’est donc pas dé finissable par un projet (ce qui supposerait d’ailleurs, comme chez l’ingé nieur, l’existence d’autant d’ensembles instrumentaux que de genres de projets, au moins en thé orie); il se dé finit seulement par son instrumentalité , autrement dit, et pour employer le langage meme du bricoleur, parce que les ̂ é lé ments son recueillis ou conservé s en vertu du principe que “ca peut toujours servir”' (Lé vi̧ Strauss, 1962).
  15. 15. Civic Hacking #terremoto #monitoraggiocivico #openricostruzione
  16. 16. Product(s) - senior students are doing peer education with juniors; - events format (commUni.Action, #merrycompass); - social media plans and content production; - civic hacking.
  17. 17. #CommUni.Action
  18. 18. Discussion - students’ media diet is changing, but the turning point is to translate this change in new forms of knowledge; - work practices are changing too. We can start to train students to represent themselves as community of opinion leaders and not just as followers exploiting the academy as a base-jumping platform; - living in a city characterized by the presence of the academy engages students of public and social communication as civic hackers.
  19. 19. Conclusions This year we are experimenting a kind of peer education and this is the first video the young students realized. The core of the old community remains but the format is developing to find room and application of new skills shared in a larger group (11 senior students + 20 young students). The leadership role is fluid and is related to the specific goal the community has to achieve. Some people left the group during these 2 years and the most common explanation is “I don’t like this methodology” or “now I am focused on my new full time job in communication”
  20. 20. Think T(h)ank(s) Speech by Valentina Bazzarin @vbazzarin and @placevent1 crew