Teen Content Creators and Consumers

American teenagers today are utilizing the interactive capabilities of the internet as they create and share their own media creations. Fully half of all teens and 57-percent of teens who use the internet could be considered Content Creators. They have created a blog or webpage, posted original artwork, photography, stories or videos online or remixed online content into their own new creations.Teens are often much more enthusiastic authors and readers of blogs than their adult counterparts. Teen bloggers, led by older girls, are a major part of this tech-savvy cohort. Teen bloggers are more fervent internet users than non-bloggers and have more experience with almost every online activity in the survey.Teens continue to actively download music and video from the internet and have used multiple sources to get their files. Those who get music files online believe it is unrealistic to expect people to self-regulate and avoid free downloading and file-sharing altogether

Remixing Rural Texas: Local Texts, Global Context

Remixing Rural Texas (RRT) prototype frames critical race narratives in rural, northeast Texas by bringing together archival research methods with three traditions increasingly common in the Digital Humanities: aggregation, remixing, and geomapping tools. RRT is both expository and participatory in nature. Expository aspects feature video documentaries remixed almost entirely from existing local history collections illustrating the convergence of geographical, temporal, political, and economic factors in shifting critical race narratives across local landscapes by foregrounding tensions surrounding local texts and contexts with global implications. The participatory role invites and guides research, community and student participants in collecting, remixing, and likewise framing additional critical race narratives of their own. Level I grant will fund the expository portion of RRT leading to a Level II grant application to support the participatory role to build from prototype

Just in Time: The Beyond-the-Hype Potential of E-Learning

Based on a year of conversations with more than 100 leading thinkers, practitioners, and entrepreneurs, this report explores the state of e-learning and the potential it offers across all sectors of our economy -- far beyond the confines of formal education. Whether you're a leader, worker in the trenches, or just a curious learner, imagine being able to access exactly what you need, when you need it, in a format that's quick and easy to digest and apply. Much of this is now possible and within the next decade, just-in-time learning will likely become pervasive.This report aims to inspire you to consider how e-learning could change the way you, your staff, and the people you serve transfer knowledge and adapt over time

Web 2.0, new literacies, and the idea of learning through participation

In this paper I identify some current elaborations on the theme of participation and digital literacy in order to open further debate on the relationship between interaction, collaboration, and learning in online environments. Motivated by an interest in using new technologies in the context of formal learning (Merchant, 2009), I draw on in-school and out-of-school work in Web 2.0 spaces. This work is inflected by the new literacies approach (Lankshear and Knobel, 2006a), and here I provide an overview of the ways in which learning through participation is characterised by those adopting this and other related perspectives. I include a critical examination of the idea of ‘participatory’ culture as articulated in the field of media studies, focusing particularly on the influential work of Jenkins (2006a; 2006b). In order to draw these threads together around conceptualizations of learning, I summarise ways in which participation is described in the literature on socially-situated cognition. This is used to generate some tentative suggestions about how learning and literacy in Web 2.0 spaces might be envisioned and how ideas about participation might inform curriculum planning and design

Our Space: Being a Responsible Citizen of the Digital World

Our Space is a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments. Through role-playing activities and reflective exercises, students are asked to consider the ethical responsibilities of other people, and whether and how they behave ethically themselves online. These issues are raised in relation to five core themes that are highly relevant online: identity, privacy, authorship and ownership, credibility, and participation.Our Space was co-developed by The Good Play Project and Project New Media Literacies (established at MIT and now housed at University of Southern California's Annenberg School for Communications and Journalism). The Our Space collaboration grew out of a shared interest in fostering ethical thinking and conduct among young people when exercising new media skills

Remixing Cinema: The case of the Brighton Swarm of Angels

Disintermediation, web 2.0, distributed problem solving, collaborative creation/art, user-centred innovation, creative common

“More than a Music, It’s a Movement”: West Papua Decolonization Songs, Social Media, and the Remixing of Resistance

In the 1980s, Melanesian musicians began to compose songs protesting the Indonesian occupation of West Papua. Thirty years on, and facilitated through social media, such songs have begun to proliferate across Melanesia, with musicians from elsewhere in Oceania now contributing. The continuing colonial occupation of West Papua has led to the coalescence of a new wave of Pacific-wide performed resistance. In this study, we focus on a corpus of fifty freedom songs that not only are a manifestation of this movement but are also bound up in the digitally enabled remixing and dissemination processes of the identity, unity, and decolonization discourses that drive it. This article explores links between songs, a popular protest medium, and fan-produced accompanying videos and the new- Pasifika discourse of wansolwara (Melanesian Pidgin: shared ocean), which we argue is closely related to emergent understandings of Pacific indigeneity

The pedagogical potential of producing audiovisual remixes of classical children's tales for the enhancement of dictation and phonemic transcription at university and tertiary institutions

With the advance of globalisation and with today's ease of access to technology, it has become necessary to adapt teaching practices to cater for and suit an ever-changing society. The availability of resources for the emerging different knowledge areas has allowed language teachers to become more able to see to their students' needs and demands. In turn, learners can also have the opportunity to bring aspects of their everyday life into the educational process,making learning more significant and more meaningful, as they see the practical application of what they are taught. This article aims at exploring the benefits of using Open Educational Resources (OERs) in the language classroom to foster pronunciation skills. More specifically, we will focus on the profitable use of modern though easily accessible technologies and the implementation of possibilities of adaptation of stories, such as remix, mashup and elements from fanfic writing, to develop creative strategies applied to the practice of phonemic transcription through dictation. This analysis will be carried out from our perspective as teachers of tertiary and university-level pronunciation courses.https://ijnpi.blogspot.com.ar/p/actas-de-congreso.htmlFil: Orta González, María Dolores. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Cardozo, Cristian Andrés. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Raspanti, Rafael Santos. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Otras Lengua y Literatur