MEDIA, CULTURE & LEARNING SIG NEWSLETTER SPRING 2019
Abrams, S.S. Arts education and makerspaces: Opportunities for democratizing practices and socially responsible
learning. In B. Johnson & Y. Pratt-Johnson (Eds.), Inequalities in the Early Years (pp. 95- 108). Routledge.
This chapter considers how arts education and the maker movement promote social and emotional learning and suggests that looking to the inherent overlap between the two fields not only highlights inequities that may exist, but also underscores an ethos of empowerment and tolerance that encourages a generation of learners to be agents of change.
Abrams, S.S, Chen, X., & Downton, M.P. (2018). Managing educational technology: School partnerships & technology integration. Routledge.
This book draws upon the authors’ examinations of technology integration efforts and addresses the ways in which stakeholders from educational technology companies, K-12 schools, and universities can influence the quality and success of technology integration in primary and secondary classrooms.
Hobbs, R. & Smith, L. (2018). Digital Authorship: Issues and Implications for Educators. Primer 46(2), 7 – 17.
This article reflects on two critical issues that are sometimes overlooked features of digital literacy education in relation to the pedagogical practices of digital authorship: the different stages of the creative process and the use of mentor texts and remix practices in relation to the law of copyright and fair use.
Hobbs, R. (Ed) (2018). The Routledge Companion to Media Education, Copyright and Fair Use. Routledge, New York.
With chapters written by more than 25 leading scholars and practitioners from the fields of media studies, education, writing and rhetoric, law and society, library and information studies, and the digital humanities, this companion provides a scholarly and professional context for understanding the ways in which new conceptualizations of copyright and fair use are shaping the pedagogical practices of media literacy.
Kalir, J., & Dean, J. (2018). Web annotation as conversation and interruption. Journal of Media Practice, 19(1), 18-29.
This article showcases both the conventional and disruptive features of web annotation as media practice. An experiment-turned-article, part collaboratively authored dialogue and part post-hoc synthesis, this article models and begins to theorize new and disruptive media practices for research design, peer review, and scholarly communication.
Lammers, J. C. & Marsh, V. L. (2018). “A writer more than...a child”: A longitudinal study examining adolescent writer identity. Written Communication, 35(1), 89-114.
This article reconsiders theoretical claims of identity fluidity, stability, and agency through a longitudinal case study investigating one adolescent’s writing over time and across spaces in which findings uncovered how she laminated identity positions of perfectionism, expertise, risk taking, and learning as she enacted her passionate writer identity in personal creative writing, English classrooms, an online fanfiction community, and theater contexts.
Literat, I. & Kligler-Vilenchik, N. (2018). Youth online political expression in non-political spaces: Implications for civic education. Learning, Media & Technology.
Based on an in-depth qualitative content analysis of post-election discourse in three online creative communities, this article examines the significance of youth political expression in non-political online spaces, and its implications for civic education.
MEDIA, CULTURE & LEARNING SIG NEWSLETTER FALL/WINTER 2018
Literat, I., Kligler-Vilenchik, N., Brough, M., & Blum-Ross, A. (2018). Analyzing youth digital participation: Aims, actors, contexts, and intensities. The Information Society, 34(4), 261-273.
This article proposes a youth-focused analytical framework, which analyzes the aims envisioned for youth participation, the actors and contexts of these activities, and the variable levels of participatory intensity, in order to more accurately assess the forms and outcomes of youth digital participation.
Magnifico, A. M., Lammers, J. C., & Fields, D. (2018). Affinity spaces, literacies, and classrooms: Tensions and opportunities. Literacy, 52(3), 145-152. DOI: 10.1111/lit.12133
This article shares three researchers’ experiences of bringing user‐generated content affinity spaces into more formal learning environments as they reflect on the tensions emerging from these efforts.
Pandya, J.Z. (2018). Exploring critical digital literacy practices: Everyday video in a dual language context. New York, NY: Routledge.
This book details findings from a four-year study of children's everyday video production on iPads in a dual language California charter school.
Abrams, S.S. Arts education and makerspaces: Opportunities for democratizing practices and socially responsible
learning. In B. Johnson & Y. Pratt-Johnson (Eds.), Inequalities in the Early Years (pp. 95- 108). Routledge.
This chapter considers how arts education and the maker movement promote social and emotional learning and suggests that looking to the inherent overlap between the two fields not only highlights inequities that may exist, but also underscores an ethos of empowerment and tolerance that encourages a generation of learners to be agents of change.
Abrams, S.S, Chen, X., & Downton, M.P. (2018). Managing educational technology: School partnerships & technology integration. Routledge.
This book draws upon the authors’ examinations of technology integration efforts and addresses the ways in which stakeholders from educational technology companies, K-12 schools, and universities can influence the quality and success of technology integration in primary and secondary classrooms.
Hobbs, R. & Smith, L. (2018). Digital Authorship: Issues and Implications for Educators. Primer 46(2), 7 – 17.
This article reflects on two critical issues that are sometimes overlooked features of digital literacy education in relation to the pedagogical practices of digital authorship: the different stages of the creative process and the use of mentor texts and remix practices in relation to the law of copyright and fair use.
Hobbs, R. (Ed) (2018). The Routledge Companion to Media Education, Copyright and Fair Use. Routledge, New York.
With chapters written by more than 25 leading scholars and practitioners from the fields of media studies, education, writing and rhetoric, law and society, library and information studies, and the digital humanities, this companion provides a scholarly and professional context for understanding the ways in which new conceptualizations of copyright and fair use are shaping the pedagogical practices of media literacy.
Kalir, J., & Dean, J. (2018). Web annotation as conversation and interruption. Journal of Media Practice, 19(1), 18-29.
This article showcases both the conventional and disruptive features of web annotation as media practice. An experiment-turned-article, part collaboratively authored dialogue and part post-hoc synthesis, this article models and begins to theorize new and disruptive media practices for research design, peer review, and scholarly communication.
Lammers, J. C. & Marsh, V. L. (2018). “A writer more than...a child”: A longitudinal study examining adolescent writer identity. Written Communication, 35(1), 89-114.
This article reconsiders theoretical claims of identity fluidity, stability, and agency through a longitudinal case study investigating one adolescent’s writing over time and across spaces in which findings uncovered how she laminated identity positions of perfectionism, expertise, risk taking, and learning as she enacted her passionate writer identity in personal creative writing, English classrooms, an online fanfiction community, and theater contexts.
Literat, I. & Kligler-Vilenchik, N. (2018). Youth online political expression in non-political spaces: Implications for civic education. Learning, Media & Technology.
Based on an in-depth qualitative content analysis of post-election discourse in three online creative communities, this article examines the significance of youth political expression in non-political online spaces, and its implications for civic education.
MEDIA, CULTURE & LEARNING SIG NEWSLETTER FALL/WINTER 2018
Literat, I., Kligler-Vilenchik, N., Brough, M., & Blum-Ross, A. (2018). Analyzing youth digital participation: Aims, actors, contexts, and intensities. The Information Society, 34(4), 261-273.
This article proposes a youth-focused analytical framework, which analyzes the aims envisioned for youth participation, the actors and contexts of these activities, and the variable levels of participatory intensity, in order to more accurately assess the forms and outcomes of youth digital participation.
Magnifico, A. M., Lammers, J. C., & Fields, D. (2018). Affinity spaces, literacies, and classrooms: Tensions and opportunities. Literacy, 52(3), 145-152. DOI: 10.1111/lit.12133
This article shares three researchers’ experiences of bringing user‐generated content affinity spaces into more formal learning environments as they reflect on the tensions emerging from these efforts.
Pandya, J.Z. (2018). Exploring critical digital literacy practices: Everyday video in a dual language context. New York, NY: Routledge.
This book details findings from a four-year study of children's everyday video production on iPads in a dual language California charter school.