This document summarizes a study examining how a 9-week new media Maker program contributed to youth identity development and STEM interests. The study found that the program, which provided tools and practices for game design, served as a space for youth to explore identities and their relationship to technology. By allowing youth to participate in authentic practices, the program supported increased social capital and understanding of technology careers. The study concluded that the Maker experience was a space not just for making games, but for youth identity development.
Depending on the type of library in which you work, you may assume that someone is "digitally literate." Yet what do we mean by those words and how do we know if the person meets our definition? What can we do in our libraries to increase the information and digital literacy of our users/patrons/members/owners? How does that impact the tools that we acquire and the services that we provide? Who should we be partnering with in these efforts? These and other questions will be address in this session, which will also include time for brainstorming.
Jill Hurst-Wahl is an associate professor of practice in Syracuse University’s School of Information Studies and the director of its library and information science program. She is a member of SLA’s Board of Directors, NYS Regents Advisory Council on Libraries, and the USNY Technology Policy and Practices Council. A former corporate librarian, Jill has always been an advocate for libraries being centers of learning in their communities (no matter what community they serve).
Educators are themselves citizens who express and share political views as part of their personal identity. They may care deeply about issues including climate change, immigration/migration, growing economic inequality, health and wellness, racism, sexism and other forms of discrimination, or other topics of concern. But in the classroom, some educators do not feel confident or comfortable exploring controversial issues with students, while others make clear their particular positions on political issues without necessarily reflecting on the inequality in power relationships that may silence their
students. The practice of critical media analysis and reflection help teachers navigate both the opportunities and the challenges of exploring contemporary controversies in the
classroom. Teachers benefit greatly from safe and structured opportunities to talk about the ethical and moral implications of their decisions to address or ignore controversial issues in the classroom.
Digital Authorship and the Practice of Media Literacy Renee Hobbs
This document discusses digital authorship and media literacy education. It notes that digital authorship is a form of social power and involves creative collaboration, experimentation, and risk-taking. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages. The key ideas are summarized as digital authorship being a creative, collaborative process that involves taking risks, and thinking critically about messages makes for better understanding and creation of digital content.
Media Literacy Programs and How They Work: Quantitative ApproachesRenee Hobbs
obbs reflects on her use of quantitative research methods for media literacy education research through the examination of program evaluation, hypothesis testing and scale construction.
WLMA 2014 Fostering 21st Century Learning with Today's NonfictionLaurie Thompson
Authors Laurie Ann Thompson and Mary Cronk Farrell share their thoughts about 21st century skills and how some of their favorite nonfiction books for children and young adults can be used to teach them. Presented at the Washington Library Media Association conference in Yakima, WA, on October 4, 2014.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
How Adolescents Advance Intellectual Curiosity Renee Hobbs
A study examined the impact of a high school broadcast journalism program on intellectual curiosity in adolescents. The program involved 566 students producing news packages on various topics. Students gained skills in communication, technical production, giving/receiving feedback, and confidence. Surveys before and after showed significant growth in these areas and intellectual curiosity. Regression analysis found technical skills, confidence, feedback, and communication skills predicted increased intellectual curiosity. The study concludes such programs can stimulate intellectual curiosity through social learning and skills development without diminishing academic performance.
Depending on the type of library in which you work, you may assume that someone is "digitally literate." Yet what do we mean by those words and how do we know if the person meets our definition? What can we do in our libraries to increase the information and digital literacy of our users/patrons/members/owners? How does that impact the tools that we acquire and the services that we provide? Who should we be partnering with in these efforts? These and other questions will be address in this session, which will also include time for brainstorming.
Jill Hurst-Wahl is an associate professor of practice in Syracuse University’s School of Information Studies and the director of its library and information science program. She is a member of SLA’s Board of Directors, NYS Regents Advisory Council on Libraries, and the USNY Technology Policy and Practices Council. A former corporate librarian, Jill has always been an advocate for libraries being centers of learning in their communities (no matter what community they serve).
Educators are themselves citizens who express and share political views as part of their personal identity. They may care deeply about issues including climate change, immigration/migration, growing economic inequality, health and wellness, racism, sexism and other forms of discrimination, or other topics of concern. But in the classroom, some educators do not feel confident or comfortable exploring controversial issues with students, while others make clear their particular positions on political issues without necessarily reflecting on the inequality in power relationships that may silence their
students. The practice of critical media analysis and reflection help teachers navigate both the opportunities and the challenges of exploring contemporary controversies in the
classroom. Teachers benefit greatly from safe and structured opportunities to talk about the ethical and moral implications of their decisions to address or ignore controversial issues in the classroom.
Digital Authorship and the Practice of Media Literacy Renee Hobbs
This document discusses digital authorship and media literacy education. It notes that digital authorship is a form of social power and involves creative collaboration, experimentation, and risk-taking. Critical thinking about message form, content and context helps people become better creators and consumers of digital media messages. The key ideas are summarized as digital authorship being a creative, collaborative process that involves taking risks, and thinking critically about messages makes for better understanding and creation of digital content.
Media Literacy Programs and How They Work: Quantitative ApproachesRenee Hobbs
obbs reflects on her use of quantitative research methods for media literacy education research through the examination of program evaluation, hypothesis testing and scale construction.
WLMA 2014 Fostering 21st Century Learning with Today's NonfictionLaurie Thompson
Authors Laurie Ann Thompson and Mary Cronk Farrell share their thoughts about 21st century skills and how some of their favorite nonfiction books for children and young adults can be used to teach them. Presented at the Washington Library Media Association conference in Yakima, WA, on October 4, 2014.
Renee Hobbs explores the evolution of media literacy education and examines changes in how the media industry has shifted its focus in teaching about media.
How Adolescents Advance Intellectual Curiosity Renee Hobbs
A study examined the impact of a high school broadcast journalism program on intellectual curiosity in adolescents. The program involved 566 students producing news packages on various topics. Students gained skills in communication, technical production, giving/receiving feedback, and confidence. Surveys before and after showed significant growth in these areas and intellectual curiosity. Regression analysis found technical skills, confidence, feedback, and communication skills predicted increased intellectual curiosity. The study concludes such programs can stimulate intellectual curiosity through social learning and skills development without diminishing academic performance.
This document discusses the rise of participatory culture among youth through their use of new media technologies. It defines participatory culture as having low barriers to artistic expression and civic engagement, strong support for sharing creations, and mentorship between experienced and novice members. The document outlines several forms of participation including affiliations, expressions, collaborative problem-solving, and circulations. It argues that access to participatory culture functions as a new form of education, shaping which youth will succeed. While some argue youth learn skills independently through popular culture, the document raises concerns about unequal access, transparency of media influences, and lack of ethics training. It outlines new literacy skills needed to navigate participatory culture and argues these cultures can empower youth through civic engagement
There is no doubt that media plays an influential role in our catechetical ministry lives. However, "digital natives" today are no longer satisfied simply passively consuming information; instead they want to be active participants. From participating to producing, this interactive session will explore the role media can play in today's parish catechetical program. Together we will learn to become creative "digital storytellers." Our creativity will fuel our "faith fire" in order to enhance faith formation in the 21st century Kingdom of God.
Mimi Ito is a cultural anthropologist who studies how youth engage with new media and digital technologies. She co-led the Digital Youth Project, a 3-year study of how kids use media for hanging out, messing around, and geeking out in their everyday lives. The project found that kids develop skills through peer-based learning online and pursuing specialized interests, but there is often a generation gap where adults do not recognize or support this learning. Ito argues parents and educators need to understand youth media use in order to set realistic norms and foster productive learning through digital tools.
Media Education in the Era of Algorithmic Personalization: Facing Polarizati...Renee Hobbs
Keynote address at the INTERNATIONAL CONFERENCE AND TRAINNING
ON DIGITAL AND MEDIA EDUCATION
PRELIMINARY PROGRAM
Cluj-Napoca, Romania, October 25-28, 2023
Benefits Of Using Mobile Technology In The ClassroomLucy Nader
Here are a few key points about integrating instructional technology:
- Technology should enhance learning objectives, not replace the teacher. It is a tool to help facilitate learning, not the primary means of instruction.
- When used effectively, technology can help engage students and appeal to multiple learning styles. It allows for more interactive, hands-on activities.
- Teachers need proper training on the pedagogical uses of various technologies. Simply having the technology is not enough - it needs to be integrated strategically.
- Not all subjects or lessons are enhanced by technology. Teachers should be selective in its use and thoughtfully plan how it contributes to the learning goals.
- Equity issues need consideration. Not all students
The document discusses new literacies needed in a digital age and how teachers can contribute. It argues that to be literate today requires learning about, with, and through technology. Teachers need skills in areas like online reading comprehension, video/multimedia, web 2.0, and educational games. The document provides suggestions for teachers, such as developing their technological pedagogical content knowledge, designing project-based inquiries, and innovating within professional learning communities.
The document discusses literacy for engaging in a participatory culture. It argues that developing new media literacies requires understanding our relationships with media, not just technology. A focus on media emphasizes the social and cultural practices that emerge around communication tools. The document outlines several core new media literacies like play, performance, and collaboration that are important for full participation in today's media landscape. It also discusses how initiatives are working to help students tap into rich learning networks through connected learning approaches. However, barriers like uneven access to opportunities and skills can prevent some from fully participating. Educators need to become participants themselves in new media to help students develop important new media literacies.
Lindsey Watson presented research at the Lilac 2019 Annual Conference exploring the use of storytelling as a creative method for researching young children's perceptions of online safety. The study involved using storybooks to facilitate discussions with reception-aged children about their understanding and experiences with digital technologies. Initial findings showed that storytelling created a relaxed environment that encouraged children's participation and insights. However, questions remain about how much agency children had and whether the method truly captured their perspectives. The presentation examined the benefits and limitations of using stories to involve young children in research.
The document summarizes Dr. James Stanfield's lecture on alternative views of the future of learning. It discusses futures thinking and looking beyond short-term constraints. It also outlines OECD's learning framework 2030, which envisions developing student agency, knowledge, skills, attitudes and values to thrive in a changing world. The framework emphasizes competencies like creativity, collaboration and digital literacy.
Living and Learning with New Media - Digital Youth ProjectGenaro Bardy
This document summarizes findings from a 3-year study on how youth engage with new media like social media, online games, and mobile devices. The study found that youth use new media in two main ways: 1) to extend existing friendships and stay constantly connected with peers, and 2) to explore niche interests and connect with others who share those interests. Through these online activities, youth develop technical and media literacy skills through self-directed learning and sharing their creations with peers online. The study has implications for how educators, parents, and policymakers can support youth learning through peer-based interactions and recognize different types of online participation and literacies among youth.
The document discusses using Web 2.0 tools in education and the opportunities and challenges they present. It describes three case studies conducted by the authors on integrating social media into student projects. While tools like Twitter provided opportunities for networking, students' technical skills varied and many still preferred traditional classroom interactions. Privacy and establishing credibility of online sources were also challenges. The next steps discussed further examining institutional challenges and developing recommendations for integrating social media into the curriculum.
This document proposes a social media program for young adults at public libraries to encourage them to engage with the library and learn skills in creating and sharing digital content. The 4 session program would teach skills like blogging, digital storytelling, screencasting and podcasting. Participants would gain experience using these tools to express themselves and post their original content online or on the library website. The goal is for youth to see the library as a place for both finding and producing information using social media tools.
The document summarizes research on generational differences and how they relate to technology use. It discusses definitions of generations and characterizations of groups like the Silent Generation, Baby Boomers, Gen X, and Net Generation. It also explores the idea of "digital natives" and how younger generations' upbringing alongside technology has impacted how their brains process information. However, more recent research finds individual factors better predict technology use than generational labels. The document advocates for developing digital literacy skills and rigorous research to understand students' diverse learning experiences.
The document discusses the design and implementation of an after-school program called Explore Locally, Excel Digitally (ELED) at Robert F. Kennedy Community Schools in Los Angeles. The program aimed to establish a culture of participatory learning using a theoretical framework called PLAY! (Participatory Learning and You!). PLAY! was informed by concepts like new media literacies, social and emotional learning skills, characteristics of participatory culture, and ethics. Through activities, reflection, and creating digital portfolios, the program sought to improve students' digital skills, literacies, social-emotional skills, and ethical thinking related to digital citizenship. Initial findings suggested the program successfully facilitated participatory learning and supported students' skill development.
This document discusses how technology is changing the way students learn and identifies gaps between formal education and students' online learning experiences. It notes that students are parallel processors accustomed to random access of information and prefer visuals, gaming, and teaching themselves. The document calls for education systems to shift focus from content delivery to context, participation, co-creation, and developing skills like collaboration, creativity, and problem-solving to prepare students for future careers. It advocates experimenting with new pedagogical approaches centered on themes like improvisation, imagination, and interaction to better engage today's students.
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
This paper examines digital literacy and how it relates to the philosophical study of ignorance. Ignorance of how digital technologies work (e.g. how users’ online activities can be used to the advantage of platform owners without the users’ knowledge, and how browsing can be confined) is still not well understood from the perspective of user practice.
Based on the following Special Issue of Teaching in Higher Education: https://doi.org/10.1080/13562517.2018.1547276
Talk done at Lancaster University, Edinburgh University, the SRHE conference, Sussex University,
Mit digital media and learning participatory performance culture jenkins whi...Friedel Jonker
This document discusses the rise of participatory culture among today's youth and the importance of media literacy education. It defines participatory culture as having low barriers to artistic expression and civic engagement, supporting content creation and sharing, and providing mentorship. Over half of American teens can now be considered media creators, producing blogs, artworks, videos, and remixes. While some learn skills informally online, the document argues that a systematic media education is still needed to address the "participation gap," help youth understand how media shapes perceptions, and socialize them in ethical online practices. Schools should teach "new media literacies" to foster cultural competencies and social skills for full participation in today's digital world.
This document discusses the rise of participatory culture among youth through their use of new media technologies. It defines participatory culture as having low barriers to artistic expression and civic engagement, strong support for sharing creations, and mentorship between experienced and novice members. The document outlines several forms of participation including affiliations, expressions, collaborative problem-solving, and circulations. It argues that access to participatory culture functions as a new form of education, shaping which youth will succeed. While some argue youth learn skills independently through popular culture, the document raises concerns about unequal access, transparency of media influences, and lack of ethics training. It outlines new literacy skills needed to navigate participatory culture and argues these cultures can empower youth through civic engagement
There is no doubt that media plays an influential role in our catechetical ministry lives. However, "digital natives" today are no longer satisfied simply passively consuming information; instead they want to be active participants. From participating to producing, this interactive session will explore the role media can play in today's parish catechetical program. Together we will learn to become creative "digital storytellers." Our creativity will fuel our "faith fire" in order to enhance faith formation in the 21st century Kingdom of God.
Mimi Ito is a cultural anthropologist who studies how youth engage with new media and digital technologies. She co-led the Digital Youth Project, a 3-year study of how kids use media for hanging out, messing around, and geeking out in their everyday lives. The project found that kids develop skills through peer-based learning online and pursuing specialized interests, but there is often a generation gap where adults do not recognize or support this learning. Ito argues parents and educators need to understand youth media use in order to set realistic norms and foster productive learning through digital tools.
Media Education in the Era of Algorithmic Personalization: Facing Polarizati...Renee Hobbs
Keynote address at the INTERNATIONAL CONFERENCE AND TRAINNING
ON DIGITAL AND MEDIA EDUCATION
PRELIMINARY PROGRAM
Cluj-Napoca, Romania, October 25-28, 2023
Benefits Of Using Mobile Technology In The ClassroomLucy Nader
Here are a few key points about integrating instructional technology:
- Technology should enhance learning objectives, not replace the teacher. It is a tool to help facilitate learning, not the primary means of instruction.
- When used effectively, technology can help engage students and appeal to multiple learning styles. It allows for more interactive, hands-on activities.
- Teachers need proper training on the pedagogical uses of various technologies. Simply having the technology is not enough - it needs to be integrated strategically.
- Not all subjects or lessons are enhanced by technology. Teachers should be selective in its use and thoughtfully plan how it contributes to the learning goals.
- Equity issues need consideration. Not all students
The document discusses new literacies needed in a digital age and how teachers can contribute. It argues that to be literate today requires learning about, with, and through technology. Teachers need skills in areas like online reading comprehension, video/multimedia, web 2.0, and educational games. The document provides suggestions for teachers, such as developing their technological pedagogical content knowledge, designing project-based inquiries, and innovating within professional learning communities.
The document discusses literacy for engaging in a participatory culture. It argues that developing new media literacies requires understanding our relationships with media, not just technology. A focus on media emphasizes the social and cultural practices that emerge around communication tools. The document outlines several core new media literacies like play, performance, and collaboration that are important for full participation in today's media landscape. It also discusses how initiatives are working to help students tap into rich learning networks through connected learning approaches. However, barriers like uneven access to opportunities and skills can prevent some from fully participating. Educators need to become participants themselves in new media to help students develop important new media literacies.
Lindsey Watson presented research at the Lilac 2019 Annual Conference exploring the use of storytelling as a creative method for researching young children's perceptions of online safety. The study involved using storybooks to facilitate discussions with reception-aged children about their understanding and experiences with digital technologies. Initial findings showed that storytelling created a relaxed environment that encouraged children's participation and insights. However, questions remain about how much agency children had and whether the method truly captured their perspectives. The presentation examined the benefits and limitations of using stories to involve young children in research.
The document summarizes Dr. James Stanfield's lecture on alternative views of the future of learning. It discusses futures thinking and looking beyond short-term constraints. It also outlines OECD's learning framework 2030, which envisions developing student agency, knowledge, skills, attitudes and values to thrive in a changing world. The framework emphasizes competencies like creativity, collaboration and digital literacy.
Living and Learning with New Media - Digital Youth ProjectGenaro Bardy
This document summarizes findings from a 3-year study on how youth engage with new media like social media, online games, and mobile devices. The study found that youth use new media in two main ways: 1) to extend existing friendships and stay constantly connected with peers, and 2) to explore niche interests and connect with others who share those interests. Through these online activities, youth develop technical and media literacy skills through self-directed learning and sharing their creations with peers online. The study has implications for how educators, parents, and policymakers can support youth learning through peer-based interactions and recognize different types of online participation and literacies among youth.
The document discusses using Web 2.0 tools in education and the opportunities and challenges they present. It describes three case studies conducted by the authors on integrating social media into student projects. While tools like Twitter provided opportunities for networking, students' technical skills varied and many still preferred traditional classroom interactions. Privacy and establishing credibility of online sources were also challenges. The next steps discussed further examining institutional challenges and developing recommendations for integrating social media into the curriculum.
This document proposes a social media program for young adults at public libraries to encourage them to engage with the library and learn skills in creating and sharing digital content. The 4 session program would teach skills like blogging, digital storytelling, screencasting and podcasting. Participants would gain experience using these tools to express themselves and post their original content online or on the library website. The goal is for youth to see the library as a place for both finding and producing information using social media tools.
The document summarizes research on generational differences and how they relate to technology use. It discusses definitions of generations and characterizations of groups like the Silent Generation, Baby Boomers, Gen X, and Net Generation. It also explores the idea of "digital natives" and how younger generations' upbringing alongside technology has impacted how their brains process information. However, more recent research finds individual factors better predict technology use than generational labels. The document advocates for developing digital literacy skills and rigorous research to understand students' diverse learning experiences.
The document discusses the design and implementation of an after-school program called Explore Locally, Excel Digitally (ELED) at Robert F. Kennedy Community Schools in Los Angeles. The program aimed to establish a culture of participatory learning using a theoretical framework called PLAY! (Participatory Learning and You!). PLAY! was informed by concepts like new media literacies, social and emotional learning skills, characteristics of participatory culture, and ethics. Through activities, reflection, and creating digital portfolios, the program sought to improve students' digital skills, literacies, social-emotional skills, and ethical thinking related to digital citizenship. Initial findings suggested the program successfully facilitated participatory learning and supported students' skill development.
This document discusses how technology is changing the way students learn and identifies gaps between formal education and students' online learning experiences. It notes that students are parallel processors accustomed to random access of information and prefer visuals, gaming, and teaching themselves. The document calls for education systems to shift focus from content delivery to context, participation, co-creation, and developing skills like collaboration, creativity, and problem-solving to prepare students for future careers. It advocates experimenting with new pedagogical approaches centered on themes like improvisation, imagination, and interaction to better engage today's students.
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
This paper examines digital literacy and how it relates to the philosophical study of ignorance. Ignorance of how digital technologies work (e.g. how users’ online activities can be used to the advantage of platform owners without the users’ knowledge, and how browsing can be confined) is still not well understood from the perspective of user practice.
Based on the following Special Issue of Teaching in Higher Education: https://doi.org/10.1080/13562517.2018.1547276
Talk done at Lancaster University, Edinburgh University, the SRHE conference, Sussex University,
Mit digital media and learning participatory performance culture jenkins whi...Friedel Jonker
This document discusses the rise of participatory culture among today's youth and the importance of media literacy education. It defines participatory culture as having low barriers to artistic expression and civic engagement, supporting content creation and sharing, and providing mentorship. Over half of American teens can now be considered media creators, producing blogs, artworks, videos, and remixes. While some learn skills informally online, the document argues that a systematic media education is still needed to address the "participation gap," help youth understand how media shapes perceptions, and socialize them in ethical online practices. Schools should teach "new media literacies" to foster cultural competencies and social skills for full participation in today's digital world.
Mit digital media and learning participatory performance culture jenkins whi...
Phd for sxsw
1. “Identity in the Making”
in an adolescent new media Maker
experience: The role of interest, figured
worlds and use of authentic tools and
practices
Jennifer Wyld
2 June 2015
3. STEM Interests Over Time
1
2
3
4
5
5th grade 6th grade 7th grade 8th grade
Earth/space science
Human biology
Technology/engineering
Like a lot
Dislike a lot
Neither
Like a little
Dislike a little
Source: SYNERGIES data
Make may play a role in the development of STEM
interests, identity development and in the case of new
media, transform youths’ relationships to and with
technology
5. Physical access to technology is becoming less of an
issue
New technology gap for youth and families in under-
resourced communities is around opportunities to
build technological literacy and computational
thinking
As well as help youth become empowered producers
of technology
New Media Literacy
6. Hidi & Renninger’s Four Phases of Interest
Development
Ito et al.’s Genres of Participation
Place-Centered Lens
Figured Worlds
Theoretical Framework
8. Overall question: Is there evidence that a 9- week Make
program for youth in an under-resourced community
contributed to their STEM interest development, STEM
identity exploration, and understanding of technology
and technology careers?
Research Questions
9. In what ways did participating in the program
contribute to youths’ interest in STEM, particularly
technology?
STEM interest questionnaire
PMM artifacts and interviews
Observations
Findings
10. In what ways did participating in this program contribute to
youths’ understanding about technology and technology
careers?
PMM artifacts and interviews
Weekly observations
11. In what ways did participating in this program contribute to
youths’ understanding about technology and technology
careers?
PMM artifacts and interviews
Weekly observations
12. Focused on observing the social and active qualities of
individual engagement with media
Emphasizes participation, as opposed to consumption or
internalization; presupposing an active role for the youth
Considers whether participation is friendship-driven or interest-
driven
Describes different modes of participation, rather than
categories of individuals
Creating a setting in which youth could try on identities and
‘Figure out” their relationship to and with technology
Genres of Participation & Figured
Worlds
13. Strand 1: Experience excitement, interest, and
motivation to learn about phenomena in the
natural and physical world
Strand 3: Manipulate, test, explore, predict,
question, observe, and make sense of the
natural and physical world
Implications
14. Strand 5: Participate in scientific activities and
learning practices with others, using scientific
language and tools
Strand 6: Think about themselves as science learners
and develop an identity as someone who knows
about, uses, and sometimes contributes to science
15. Identity in the Making
& Interest exploration
Authentic practices
& tools
Figured Worlds&
Increased social
capital around
technology
A Space for Identity in the Making
Youth
Makers
16. The Pixel Arts new media Maker experience, a
space that provided authentic tools and
practices for game design, was a place for
making more than just games- it was a space for
identity in the Making.
Conclusion
17. Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development.
Educational Psychologist, 41(2), 111-127.
Hutchins, E. (1995). Cognition in the wild. Cambridge, Mass.: MIT Press.
Ito, M., Horst, H., Bittani, M., boyd, d., Herr-Stephenson, B. , Lange, P., … Tripp, L. (2008).
Living and Learning with New Media: Summary of Findings from the Digital Youth Project.
Chicago: John D. and Catherine T. MacArthur Foundation.
Itō, M., Baumer, S., Bittanti, M., boyd, d., Cody, R., Herr-Stephenson, B., … Yardi, S. (2013).
Hanging out, messing around, and geeking out: Kids living and learning with new media.
Cambridge, MA: MIT Press.
National Research Council. (2009). Learning science in informal environments: People, places,
and pursuits. Washington, DC: National Academies Press.
Thomas, D., & Seely Brown, J. (2011). A new culture of learning: Cultivating the imagination for
a world of constant change. Lexington, KY: CreateSpace.
Worsley, M. & Blikstein, P. (2012). A framework for characterizing changes in student identity
during constructionist learning activities. Paper presented at Constructionism 2012, Athens,
Greece.
References
Editor's Notes
Introduction
Hello, my name is…
This is the final presentation of my doctoral research, entitled…
Thank you all for coming and thank you especially to my committee…
Overview of dissertation and presentation organization
Study overview
Interest, often defined as a heightened emotional state of engagement, as well as a predisposition to reengage with a particular object, event, or topic (Hidi & Renninger, 2006), is a critical factor driving long-term engagement with science...
Adolescence is an important time in interest development, particularly with STEM topics, as many youth show a decline in interest over the middle school years
However, some research shows that different learning environments encourage youth to maintain their STEM interests, so the decline is not inevitable
- Two housekeeping points- I did get written permission for using photos of the youth in this study, and the youth chose their own pseudonyms for my research, often giving me names that they use when creating accounts for games or other on-line activities, or that were meaningful to them from popular culture- or both
Make experiences are collaborative, hands-on, interest driven, iterative, focus on process, sharing of interests, skills, and tools
- Early adolescence is a rich time for youth to explore their interests, identities, and understanding of topics that are relevant to them. This is particularly important for STEM (science, technology, engineering, and math) topics.
- Interest is critical for persistence with a topic and impacts an individual’s efforts to understand a topic as well as their identity development.
Gaming has been named by individuals in the field as a trigger for their interest in computer programming
Games are engaging and offer opportunities for modding and personalization (editing and design)
Participation in gaming communities- screen shots, storytelling to extend the game, machinima- creating video clips using IT tools
The real issue is becoming whether we can help youth become empowered producers, versus consumers of technology.
Hidi & Renninger: The four-phase model of interest development provides a detailed definition of interest and a framework for understanding how interest is initially sparked and then evolves over time, from triggered situational to maintained situational, to emerging individual to well-developed individual interest.
Ito et al.: a way to see identity being enacted: hanging out, messing around, geeking out-
Place Centered: learning happens somewhere, within and across specific places. These places are composed of the physical features of the space/environment as well as the materials that are available and the activities that can happen there. The use of authentic tools to accomplish a challenge or complete a task such as those that experts engage in can be viewed as a form of “intelligent human performance in its own right” (Hutchins, 1995).
Figured Worlds: a framework that identifies particular sites in which people ‘‘figure’’ out who they are through the activities in which they engage and the people with whom they interact, enables me to understand how socio-cultural contexts shape and offer opportunities to try on various identities and practices relevant to the setting.
Overall, I used the contextual model of learning to organize my research, as I believe that the contexts of learning, personal, physical, and socio-cultural all play an important role, and the frameworks I used match with these
Overall, I used the contextual model of learning to organize my research, as I believe that the contexts of learning, personal, physical, and socio-cultural all play an important role, and the frameworks I used match with these
More specifically, did a 9-week, web-based game design program offer youth opportunities to
Develop or further develop/maintain interest in STEM generally, and technology, in particular how and in what ways did participating in the program contribute to youths’ interest in STEM generally, and technology, in particular?
How and in what ways did participating in this program contribute to youths’ identities as STEM learners in general, and technology users/game designers, in particular?
-How and in what ways did participating in this program contribute to youths’ understanding and awareness of technology and technology careers?
I will highlight 3 youth as examples of the three different genres of participation- hanging out, messing around, and geeking out
From the National Research Council (2009) report that featured six interweaving strands that describe goals and practices of science learning settings
1- awesome, want to learn and share, 50% signed up again, playful behavior, “come see this!”
3- mini-lessons then explore- when beepbox- silent…, minimal directions so much exploration, culture of sharing and asking for help
5- used real tools that professionals and hobbyists use, encouraged to create in teams, as “real” gamers do, learned soft skills for this- check ins, planning, tasks… used language for elements of games and programs (looping, variables, x/y planes)
6- shift in pronoun use, shared with others- skills and knowledge, contributed in whole group lessons, helped beyond boundaries of teams
Gaming is an activity that can increase individuals’ comfort and competence with technology and the practices of modding and customizing within existing games is cited by many men in technology fields as a “trigger” for their recreational and professional pursuits with technology. How much more powerful is the action of creating a game? As one youth stated in her second interview “I learned about stuff I could do that I didn’t know I could do”.
For the youth learning to create computer games was an empowering act, giving them skills and tools to make games, an important part of peer culture, and re-Make themselves, as youth who identified more strongly with technology
This 9-week, new media Maker experience offered youth a space to broaden and deepen their interests, explore their identities, and construct new understandings about technology and technology careers, and their relationship to it. The Pixel Arts new media Maker experience, a space that provided authentic tools and practices for game design was a place for making more than just games- it was a space for identity in the Making.