The document discusses work, traditional jobs for youth, and how multimedia and new media fit into education and job skills. It provides examples of how multimedia is taught in one school district and local media projects students can engage in. It also shares stories of teens using media and gaming to learn skills and even make money, such as a teen who organized gaming matches and teens who pursued creative passions in jewelry making and graphic design. The document suggests these "at-risk" teens have found success outside formal education by funneling their interests and abilities into work, paid or unpaid.

2. What is work?
Work : (noun) activity in which one exerts
strength or faculties to do or perform
something:
a : sustained physical or mental effort to
overcome obstacles and achieve an
objective or result
b : the labor, task, or duty that is one's
accustomed means of livelihood
c : a specific task, duty, function, or
assignment often being a part or phase
of some larger activity

3. What is work?
Traditional jobs for youth:
 Retail
 Fast food
 Distribution
 Catering
 Babysitting
Traditional activities for youth that can be defined as a ‘job’
 Student
 Sports
 Chores (with or without pay)
 Volunteering

4. Traditional education earnings
‘Educational, preparatory work is the most
important kind of economically productive
activity that children can engage in –
preparing themselves as future workers’

5. So where does new media fit in?
 Education is expected to be the primary
work of children.
 New media fits into education with the
expectation that it will add to job skills in
the future.
 Digital Media skills are mostly gained at
home and within social media circles.

6. Multimedia Education
 Used to keep children engaged in the
classroom leading to the possibility of a
lower dropout rate.
 Used to give opportunity to ‘at risk’
children
 Gives some children the idea that formal
education is less important than a
vocational program in digital media
studies.

7. How is multimedia taught in the local
district, RSU 58?
 Art programs include traditional classes
as well as video game design and
graphic design in all classes K-12.
 High School courses include a
vocational digital media design program.
 Photography and other technical art
classes use multimedia in their program.
 Seniors must do a year long project -
that ends with a 30 minute multimedia
presentation – in order to graduate.

8. Local Media Projects
Students in RSU 58 have the advantage of using their ‘own’ laptops from 7th -
12th. Creativity via computer programs is encouraged.
Outside of school, the opportunities for children to learn digital media includes
developing, producing PSA’s using Claymation, digitally generated graphics
and acting.

9. How does Franklin County Fit in
to this chapter?
 30,000 residents in the county
 5,800 of which are under the age of 18
 5,000 people living below the poverty rate
 Graduation classes as small at 9 students
(Rangeley, ME)
 Current Graduation rate for Mt Abram High
School is 86.67%. Currently there are 52
students in the Class of 13. Six have
dropped out since 2010.
 Northern Franklin County students are
considered ‘at risk’ children.

10. Teens using media to “work”
This website was built by a 15 year old over 7 years ago. He was the
lead artist for the site and moderator for 2 ½ years. For no pay! That
teenager is now a media designer who gets paid real money for his
work.

11. Teens using media to work
Accessorizing is Jocie’s passion. She has made clay
jewelry, fabric and clay hair accessories and she
designs her own clothes. She posted a photo of a
necklace on Facebook and sold many pieces of her
art. This is not an overnight success story, but she
earns enough money so that she can pay for supplies
and have some spending money. This is her work
and she loves it.

12. Interview with a gamer: Learning
important skills through gaming.
 What is it you do online?
Well, I organize over 700 players for in game matches.
 Players of what?
MMORPG
 What?
Massively Multipurpose Online Role Playing Game. You wouldn’t
understand.
 Ok. So what exactly do you organize?
We have several teams. I organize whose team noobs go to. You
know what a noob is?
 Yes.
We also get experienced players join so I organize where they play
as well. And we also give out prizes and stuff.
 So this is costing you money. To purchase prizes?
No, they are earned through the game and I transfer them to the
winners of rounds.

13. What do these examples show?
 These three teens learned life lessons
outside of a formal education. They learned
to funnel their creativity, passion and ideas
into work, whether paid or unpaid.
 These teens are (or were) considered ‘at
risk’ students simply because of where they
live.
 They are each successful in their own way,
even if they don’t follow traditional
education.

14. Lesson’s Learned
 Mike, the graphic designer, learned that
he had creativity. He monitored a group
of people as a manager would – viewing
and deleting posts and users who
violated the websites rules of conduct.
 Jocie learned the value of money, how
to charge for her creations so that she
would make money.
 Kyle, the gamer, has learned to organize
a group of 700 people. That won’t be
taught in school.

15. Do these kids have the right idea?
‘The road to happiness lies in two simple
principles: find what it is that interests you
and that you can do well, and when you
find it put your whole soul into it-every bit
of energy and ambition and natural ability
you have.’
--- John D. Rockefeller III
I think so.