LATISM 2011: Plugging Youth into Social Media


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  • BACCA: at the intersection of technology, community-building and culture The Future of the Community (Summer 2009) Los Tequis del Barrio Dr. Pedro Albizu Campos High School Puerto Rican Cultural Center National Boricua Human Rights Network
  • The growth of the Internet and its embeddedness in so many facets of modern life – citizenship as full participation in society. Elsewhere referred to as “social inclusion.” T.H. Marshall – a British sociologist who wrote on the meaning of citizenship in the modern welfare state – argued that citizenship endowed all members of a community with certain civil, political and social rights – including the right to live according to the prevailing standards of a society – this is the idea of having a social safety net. In a sense, the Internet has become a part of the prevailing standards of society in the information age. In the earlier book, VI, we argued that public policy addressing information technology use was justified because of the spillover benefits that technology use has for society, beyond the benefits that it confers on individual users. Economists call these positive externalities – positive benefits that spillover to others in society. These kinds of broad spillovers or externalities are clearest in the case of the economy and politics. Technology use increases the productivity and the competitiveness of the US workforce. To the extent that Internet use opens up new venues and new forms of political participation, it has the capacity to enhance democracy in terms of transparency (on government websites, for example), information, deliberation, and participation. The current election demonstrates the power of the Internet to a greater extent than previous elections – although, as you will see, there was clearer an impact earlier in this decade as well. The positive externalities are clear, but we argue in this book that technology represents more than that. Yes, increasing the number of Internet users produces greater aggregate social benefit. But, more than that, it has become essential for full participation in society – especially for economic opportunity and political participation. The policy justification is not just the greater social good, but equality of opportunity – the right to participate fully in society.
  • Operationalizing a concept – how to measure with existing data? How to capture more than use anywhere or even home access (although that is important for frequent use and skill development)
  • FREQUENCY MATTERS – 2002 AND 2005 PEW (no controls for occupation, smaller sample, household income rather than wages)
  • Liberalism – social justice requires equal chances – education and training as redistribution
  • LATISM 2011: Plugging Youth into Social Media

    1. 1. Plugging our Youth into New Media Workshop will explore the conceptual underpinnings, findings and successes of a new media programs for Latino youth. We’ll talk about the success of a few programs, how we’re teaming together to empower latino youth to take an active role in creating a voice in the media and giving them an opportunity to be the next generation of media leaders. takeaways will include tips on how to follow our blueprint to give latino youth a chance to become the movers and shakers of tomorrow by giving them a voice in the media today.
    2. 2. Abraham Velázquez Tello <ul><li> </li></ul><ul><li>Abraham Twitter: @gozamos </li></ul><ul><li> </li></ul>
    3. 3. Adriana Gallardo <ul><li> </li></ul><ul><li>Adriana Twitter @otraletra </li></ul><ul><li> </li></ul><ul><li> </li></ul>
    4. 4. Brian Cockman @bcockman @RoosterComms @Gringos4Latinos [email_address]
    5. 5. Alejandro Luis Molina <ul><li>http://www.facebook.comalejandro.l.molina1 </li></ul><ul><li> </li></ul><ul><li>Alejandro Twitter: @alejandroman </li></ul><ul><li>Podcast: </li></ul>
    6. 6. Part 1: Questions <ul><li>Who’s responsibility is it to teach/engage </li></ul><ul><li>the youth about technology and new media? </li></ul>
    7. 7. Part 1: Questions <ul><li>How do you get kids engaged? Tracks? </li></ul><ul><li>New students? Frequency? Activism? </li></ul><ul><li>Coming out movements? </li></ul><ul><li>Bilingual? Immigration? </li></ul><ul><li>Peer Education? PSA? Health? </li></ul>
    8. 8. Part 1: Questions <ul><li>What type of programs currently exist to teach youth technology and new media? Are they working, and if not, why? </li></ul>
    9. 9. Brian’s Notes <ul><li> </li></ul>
    10. 10. Café Teatro Batey Urbano (beta) Café Teatro Batey Urbano is a cultural space/youth center for action and reflection for Puerto Rican/Latino youth. We seek to create meaningful linkages between universities and the community, based on grassroots activism. Premised on the notion that our memories (our history) is the source of our imagination, Batey Urbano is a space for critical expression through spoken word, poetry, dancing, music, painting, and writing. • After-school program • Internet Radio Station • Batey Tech • Provides BACCA instructors • Weekly events include Hip-Hop Night, Poetry with a Purpose, Skateboarding, Graffiti Night, Women ’ s Night and Open Mic night • Google Apps • Pro-Tools • Audacity • PhotoShop • Facebook
    11. 11. Los Tequis del Barrio <ul><li>Los Tequis del Barrio Project helps bridge the digital divide and promote universal, meaningful participation in technology among community residents, businesses and institutions within their Greater Humboldt Park community in Chicago. This model uses digital technology tied to resolving current community public health problems to capture the talents and dreams of youth and leverage these assets for the community through youth social entrepreneurship—youth using digital and social media to help their community develop positively and create new solutions to long-standing problems. In the process, the “Barrio Tequis” will be trained to develop marketable technological skills, leadership capacity and organizational skills. </li></ul><ul><li>• Google Apps • PhotoShop • GIMP • Facebook • Twitter • Android Mobile Phones </li></ul>
    12. 12. Part 1: Questions <ul><li>What is the structure of the ideal new media program for teaching youth (16-24)? </li></ul><ul><li>How do you plan on executing it? </li></ul>
    13. 13. Barrio Arts, Culture and Communications Academy Barrio Arts, Culture and Communications Academy (BACCA): at the intersection of technology, community-building and culture • We are in the 3rd year of BACCA, our after‐school program. This program engages youth in the creation of content – extending the school day, providing both access and skills training, while tying it to the resolution of community public health problems. • Participatory Democracy (Civic Engagement) • Journalism • Theater • Radio Production • Multimedia
    14. 14. Part 1: Questions <ul><li>What does this cover? Journalism? </li></ul><ul><li>Writing? Web publishing? Audio? Video? </li></ul>
    15. 15. Part 2: Questions <ul><li>What are the biggest challenges for creating this? Organization? Teachers/talent retention? Funding? </li></ul>
    16. 16. Part 2: Questions <ul><li>What do they produce? </li></ul><ul><li>What kind of media? Distribution? </li></ul>
    17. 17. The Future of The Community Summer Program (2009) <ul><li>5 summer interns took a 4 week crash course in website creation and design, video interviews, editing and writing in this exploratory PRCC summer project. </li></ul><ul><li>Over the course of the project, the students successfully conducted interviews using questions they wrote and discussed, edited the interviews and posted them to a website they created. </li></ul><ul><li>Skills learned: website design, video editing and audio-editing, interviewing </li></ul><ul><li>Visit the website at : </li></ul>
    18. 18. Part 2: Questions <ul><li>What are the potential business models for youth media? Non-profit, L3C? </li></ul>
    19. 19. Part 2: Questions <ul><li>How do we keep up with the changes and evolution of social media that are ongoing? </li></ul>
    20. 20. Why “ Citizenship ” ? <ul><li>“ Citizenship is a status that is bestowed on those who are full members of a community. ” </li></ul><ul><li>T.H. Marshall, 1949 </li></ul><ul><li>Ability to participate in society online </li></ul><ul><li>From positive externalities to equality of opportunity </li></ul>
    21. 21. Defining Digital Citizenship <ul><li>Digital citizenship as regular and effective use (daily use) </li></ul><ul><li>Skills </li></ul><ul><ul><li>technical competence </li></ul></ul><ul><ul><li>information literacy/educational disparities (Mossberger, Tolbert and Stansbury 2003) </li></ul></ul><ul><li>Access </li></ul><ul><ul><li>most frequent use at home or work (Mossberger, Tolbert and Stansbury 2003) </li></ul></ul><ul><li>Frequency of use </li></ul><ul><ul><li>deepening of activities online, human capital uses (DiMaggio and Celeste 2004) </li></ul></ul><ul><li>Mossberger, Tolbert, and McNeal 2008, MIT Press </li></ul><ul><li> </li></ul>
    22. 22. Part 3: Questions <ul><li>Equipment? Tool kits? Open source? Platforms? What kind of space? </li></ul><ul><li>What are the ideal facilities? and what can we get by with? </li></ul>
    23. 23. <ul><li>OPEN SOURCE: </li></ul><ul><li>Google Apps, Wordpress CMS, </li></ul><ul><li>Open Office, Audacity, Open Proj </li></ul><ul><li>FREE APPLICATIONS: </li></ul><ul><li>Flickr, Blip, Feedburner, Ourmedia </li></ul><ul><li>Internet Archive </li></ul><ul><li>CROSS-PLATFORM USE: </li></ul><ul><li>Windows, Macintosh & Linux </li></ul>
    24. 24. Part 3: Questions <ul><li>Support? How do we up keep and maintain these programs? Technical issues? Training? </li></ul>
    25. 25. Part 3: Questions <ul><li>What are some of the social implications/challenges you have encountered with working with youth? How can they be addressed? </li></ul>
    26. 26. Civic Republicanism: Does Internet Use Contribute to Civic Engagement? <ul><li>Politics as usual (Margolis and Resnick 2000) </li></ul><ul><li>Diminished social capital (Putnam 2000) </li></ul><ul><li>Less knowledge of other views (Sunstein 2001) </li></ul><ul><li>-------------------------------------------------------- </li></ul><ul><li>Positive effects on: </li></ul><ul><li>voter turnout (Krueger 2002; Bimber 2003; Tolbert and McNeal 2003; Graf and Darr 2004) </li></ul><ul><li>campaign contributions (Bimber 2001, 2003: Graf and Darr 2004) </li></ul><ul><li>contacting officials (Thomas and Streib 2003; Bimber 1999) </li></ul>
    27. 27. Part 3: Questions <ul><li>Beyond the classroom? How can this turn into a successful career? Post-secondary education? Undocumented? Struggling? Interview skills? Social skills? Where do you intersect? </li></ul>
    28. 28. Benefits of Inclusion: Economic Opportunity <ul><li>All workers </li></ul><ul><li>Internet use at work $118/week more </li></ul><ul><li>Computer use at work $101/week more </li></ul><ul><li>Online courses $ 30/week more </li></ul><ul><li>Workers with high school education or less </li></ul><ul><li>Internet use at work $111/week more </li></ul><ul><li>Computer use at work $ 90/week more </li></ul><ul><li>Online course $ 63/week more </li></ul><ul><li>2003 CPS </li></ul><ul><li>Pew Analysis – income increases with frequency of use </li></ul>
    29. 29. Benefits of Inclusion: Less-Educated Workers By Race/Ethnicity <ul><li>(HS education or less) Wage Premium </li></ul><ul><li>Internet Use </li></ul><ul><li>African-American Men 18.36% more </li></ul><ul><li>African-American Women 17.31% </li></ul><ul><li>Latinos 16.99% </li></ul><ul><li>Latinas 16.11% </li></ul><ul><li>White Men 14.77% </li></ul><ul><li>White Women 13.56% </li></ul><ul><li>2003 CPS </li></ul>
    30. 30. Online News and Civic Engagement <ul><li>Civic engagement as political knowledge, discussion, and interest </li></ul><ul><li>Media use more generally enhances political knowledge </li></ul><ul><li>More learning through reading-intensive media (recall, depth) </li></ul><ul><li>Interactive medium encourages discussion </li></ul><ul><li>Diverse sources may encourage interest </li></ul>
    31. 31. Ascriptive Hierarchy: Inequality Online <ul><li>Why do disparities remain despite the growth of internet use? </li></ul><ul><li>Will they simply fade with time? </li></ul><ul><li>Do they fit the ascriptive hierarchy concept – which includes race, ethnicity, gender? </li></ul><ul><li>PRIOR EVIDENCE: GENDER </li></ul><ul><li>Women use the internet less frequently </li></ul><ul><li>Differences in use </li></ul><ul><li>No difference in information literacy or search skills; few other basic skill differences (Mossberger, Tolbert and Stansbury 2003; Hargittai and Shaefer 2006) </li></ul>