Education vs. Entertainment: A Cultural History of Children's Software

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and Learning This chapter draws on ethnographic material to consider the cultural politics and recent history of children's software and reflects on how this past can inform our current efforts to mobilize games for learning. The analysis uses a concept of genre as a way of making linkages across the distributed but interconnected circuit of everyday play, software content, and industry context. Organized through three genres in children's software -- academic, entertainment, and construction -- the body of the chapter describes how these genres play out within a production and advertising context, in the design of particular software titles, and at sites of play in after-school computer centers where the fieldwork was conducted

The Connected Arts Learning Framework: An Expanded View of the Purposes and Possibilities for Arts Learning

The benefits of teaching art to young people have often fallen into two camps. Children study or practice "art for art's sake" to develop a particular skill. Or they approach "art for academics' sake" to enhance their other studies. But this report comes at arts learning from a different angle: What if learning about or practicing an art could help young people connect more directly to their communities and the world they live in? And how might that change the experience and outcomes for both students and communities? The report, led by Kylie Peppler, an expert in arts learning, and her team at the University of California, Irvine, begins with a connected learning framework. In connected learning, educators seek to create meaningful learning experiences based on young people's interests and then connect these experiences to real-world issues and communities. The authors put art within this context to discover how arts education can help young people build connections with their culture, identity, home lives, communities, professional artists, and future aspirations.

Living and Learning With New Media: Summary of Findings From the Digital Youth Project

Summarizes findings from a three-year study of how new media have been integrated into youth behaviors and have changed the dynamics of media literacy, learning, and authoritative knowledge. Outlines implications for educators, parents, and policy makers

“We hear everyday, ‘this isn’t me.’” Navigating tensions and opportunities to translate interests toward entrepreneurial making

Out-of-school time (OST) makerspaces are spaces for youth to engage in exploratory practices and deepen STEM interests in personally meaningful ways. Many youth—especially teens—additionally benefit from supportive relationships (e.g., caring adult mentors, peer mentors) in these spaces to help them uncover their interests and translate them into long-term trajectories of maker practice. Using a connected learning lens, this paper focuses on supportive adult relationships at a high school OST program (Sunrise of Philadelphia), and the ways in which practices around interest identification and development within its makerspace entrepreneurship program meaningfully impacted learning trajectories for youth by connecting them to new STEM opportunities, knowledge, and experiences. Through an illustrative case study, we present a portrait-of-practice that shows how OST educators facilitated brokering to connect youth to resources, mentoring, materials, and new communities that transcended their specific program. This manuscript contributes to known practices for translating youth interests in makerspaces, including incorporating youth voice and choice and making cultural connections to entrepreneurship opportunities. This case contributes to an understudied area of entrepreneurship education programs and activities that are needed in educational (K-12) makerspaces

Living and Learning with New Media

This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States. The book that this report summarizes was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California. John D. and Catherine T. MacArthur Reports on Digital Media and Learnin

Living and Learning with New Media

This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States.The book that this report summarizes was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California.John D. and Catherine T. MacArthur Reports on Digital Media and Learnin

Hanging Out, Messing Around, and Geeking Out

The tenth-anniversary edition of a foundational text in digital media and learning, examining new media practices that range from podcasting to online romantic breakups. Hanging Out, Messing Around, and Geeking Out, first published in 2009, has become a foundational text in the field of digital media and learning. Reporting on an ambitious three-year ethnographic investigation into how young people live and learn with new media in varied settings—at home, in after-school programs, and in online spaces—it presents a flexible and useful framework for understanding the ways that young people engage with and through online platforms: hanging out, messing around, and geeking out, otherwise known as HOMAGO. Integrating twenty-three case studies—which include Harry Potter podcasting, video-game playing, music sharing, and online romantic breakups—in a unique collaborative authorship style, Hanging Out, Messing Around, and Geeking Out combines in-depth descriptions of specific group dynamics with conceptual analysis. Since its original publication, digital learning labs in libraries and museums around the country have been designed around the HOMAGO mode and educators have created HOMAGO guidebooks and toolkits. This tenth-anniversary edition features a new introduction by Mizuko Ito and Heather Horst that discusses how digital youth culture evolved in the intervening decade, and looks at how HOMAGO has been put into practice. This book was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California

Significance of antiprothrombin antibodies in patients with systemic lupus erythematosus: clinical evaluation of the antiprothrombin assay and the antiphosphatidylserine/prothrombin assay, and comparison with other antiphospholipid antibody assays

Antibodies against prothrombin are detected by enzyme immunoassays (EIA) in sera of patients with antiphospholipid syndrome (APS). However, there are two methods for antiprothrombin EIA; one that uses high binding plates (aPT-A), and another that utilizes phosphatidylserine bound plates (aPS/PT). We aimed to evaluate and compare aPT-A and aPS/PT in a clinical setting. We performed EIA for anti-PT, anti-PS/PT, IgG, and IgM anticardiolipin antibodies (aCL), and IgG β2-glycoprotein I-dependent aCL (aβ2GPI/CL) with serum samples from 139 systemic lupus erythematosus (SLE) patients (16 with history of at least one thrombotic episode) and 148 controls. We observed that: (1) although titers of anti-PT and anti-PS/PT were significantly related with each other (P < 0.0001, ρ = 0.548), titer of anti-PT and anti-PS/PT differed greatly in some samples; (2) odds ratio and 95% confidence interval for each assay was 3.556 (1.221–10.355) for aPT-A, 4.591 (1.555–15.560) for aPS/PT, 4.204 (1.250–14.148) for IgG aCL, 1.809 (0.354–9.232) for IgM aCL, and 7.246 (2.391–21.966) for aβ2GPI/CL. We conclude that, while all EIA performed in this study except IgM aCL are of potential value in assessing the risk of thrombosis, aPS/PT and aβ2GPI/CL seemed to be highly valuable in clinical practice, and that autoantibodies detected by anti-PT and anti-PS/PT are not completely identical

Changing digital media environments and youth audiovisual productions: A comparison of two collaborative research experiences with south Madrid adolescents

SAGE: David Poveda, Marta Morgade, Changing Digital Media Environments and Youth Audiovisual Productions: A Comparison of Two Collaborative Research Experiences with South Madrid Adolescents, Young 26.4 (2018): 34-55 Copyright © 2018SAGE. Reprinted by permission of SAGE PublicationsThis article compares two studies conducted in Madrid in a seven–eight years span in which secondary school students (14–15 years of age) were asked to collaboratively create digital audiovisual narratives. In the first project, adolescents seemed to consider their audiovisual materials as transparent and with self-evident meanings. In the second project, adolescents problematized meaning and reflexively examined the design of audiovisual media. We explore two distinct but complementary factors that might help interpret the differences: (a) rapid historical changes in the digital narratives adolescents are exposed to and engage with and (b) methodological differences in the way adolescents were supported and guided during the creation of their audiovisual narratives. Through this analysis, we draw on an ethnographically grounded notion of ‘mediatization’ that helps unpack both rapid transformations in adolescent’s digital mediascape and how digital practices are socially co-constructed in collaborative projects with youth