Valuing Production Values: A "Do It Yourself" Media Production Club

Autor/inn/en	Jenson, Jennifer; Dahya, Negin; Fisher, Stephanie
Titel	Valuing Production Values: A "Do It Yourself" Media Production Club
Quelle	In: Learning, Media and Technology, 39 (2014) 2, S.215-228 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2013.799486
Schlagwörter	Foreign Countries; Clubs; Extracurricular Activities; Multiple Literacies; Production Techniques; News Media; Barriers; Equal Education; Student Empowerment; Public Schools; Urban Schools; Economically Disadvantaged; Educational Technology; Questionnaires; Observation; Semi Structured Interviews; Qualitative Research; Canada (Toronto) + Suchen Sie Ihr Suchwort? Ausland; Club; Klub; Außerunterrichtliche Aktivität; Production engineering; Produktionstechnik; Nachrichtenwesen; Studienberechtigung; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterrichtsmedien; Fragebogen; Beobachtung; Qualitative Forschung
Abstract	In this paper, we identify how and why digital media production can contribute to the active participation of children in education and also consider how much of the existing work in this area is framed as a "miraculous" answer to educational challenges without critical interrogation of either the process or product. To begin, we identify some of the prominent research and issues that have emerged from work of this kind and discuss the barriers to accessing equitable education in relation to new media production projects with kids. We discuss the changing state of knowledge production and communication in a new media world and address the place of literacy in this changing educational context. Following this, we present one example of a media production club and the way we look at this work to value students' productions in a way that differs from other research of this kind. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10