Media, Learning, and Sites of Possibility provides new insights into the relationships between youth, pedagogy, and media, and points to unexamined possibilities for teaching, learning, and ethnographic research that emerge when media—including computer technologies, photography, popular music, and film—become central features of learning spaces that youth occupy. Through six empirically driven essays, all written by new scholars in the fields of literacy, media, technology, and youth culture, this book surveys a variety of learning environments, methodological approaches, and forms of media engagement.
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"This collection of ethnographic case studies coupled with scholarly responses provides valuable insights into young people’s learning when they are engaged with media analysis and production projects in both formal and informal education contexts. Our media-saturated world requires that youth develop critical and creative competencies with multiple forms of media and communication technologies. How can educators in and out of schools help? How do youth themselves participate in and transform media cultures? What more needs to be done? Read this book to get suggestions for action that are theoretically and practically grounded." —JoEllen Fisherkeller, Associate Professor, Department of Media, Culture, and Communication, New York University; Author of Growing Up with Television: Everyday Learning Among Young Adolescents
About the Author
Marc Lamont Hill is Assistant Professor of Urban Education at Temple University. His research examines the intersections between youth, media culture, and pedagogy within formal and informal learning spaces. He holds a Ph.D from the University of Pennsylvania.
Lalitha Vasudevan is Assistant Professor of Technology and Education at Teachers College, Columbia University. She received a Ph.D. in education from the University of Pennsylvania, where she studied the stories, literacy practices, and technology engagements of adolescent boys. Her current research explores education in the lives of urban youth outside of school, within the justice system, and across new literacies and technologies.
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multimodal literacy practices, digital storytelling project, feminist educational practices, social literacy practices, multiliteracy pedagogy, agentive self, digital media production, video poem, digital stories, multimodal texts, new literacy studies, own pedagogy, adolescent literacy, creative practices Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, African American, Teachers College Press, Beth Ann, Big Sitters, June Jordan, Peter Lang, New London Group, Carrolton Heights, Carrolton House Digital Storytelling Project, Cambridge University Press, San Francisco, Teaching of English, Lawrence Erlbaum, Momma Rina, Maxine Greene, Puerto Rican, Youth Leadership, The Last Poets, International Reading Association, Harvard Educational Review, Carrie Mae Weems, English Journal, Adobe Premiere, Mother's Day Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
multimodal literacy practices, digital storytelling project, feminist educational practices, social literacy practices, multiliteracy pedagogy, agentive self, digital media production, video poem, digital stories, multimodal texts, new literacy studies, own pedagogy, adolescent literacy, creative practices Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, African American, Teachers College Press, Beth Ann, Big Sitters, June Jordan, Peter Lang, New London Group, Carrolton Heights, Carrolton House Digital Storytelling Project, Cambridge University Press, San Francisco, Teaching of English, Lawrence Erlbaum, Momma Rina, Maxine Greene, Puerto Rican, Youth Leadership, The Last Poets, International Reading Association, Harvard Educational Review, Carrie Mae Weems, English Journal, Adobe Premiere, Mother's Day Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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