New Media Literacies, Student Generated Content, and the YouTube Aesthetic
Hiller Spires, Gwynn Morris, Friday Institute for Educational Innovation, NCSU, United States
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The proliferation of content generation and sharing through Web 2.0 tools has created what Henry Jenkins refers to as new media literacies. We explore the application of new media literacies through digital media creation with eighth graders. This pilot project promotes online video capabilities in conjunction with the time-honored practice of adolescents reading classic and young adult literature. Through the project’s curriculum design and pedagogical apparatus, student-generated digital stories illustrate that complex thinking and learning and the YouTube aesthetic do not need to be mutually exclusive. We provide the theoretical foundations for our work as well as preliminary analysis of student-generated products. We will introduce a revised scaffolding process that incorporates a series of rubrics (based on Henry Jenkins framework on new media literacies and Biggs and Collis SOLO taxonomy) to facilitate evidence of complex thinking in the students’ next round of video products.
Spires, H. & Morris, G. (2008). New Media Literacies, Student Generated Content, and the YouTube Aesthetic. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4409-4418). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)