In this paper, we provide specific examples of the educational promises and problems that arise as multiliteracies pedagogical initiatives encounter conventional institutional beliefs and practices in mainstream schooling. This paper documents and characterizes the ways in which two specific digital learning initiatives were played out in two distinctive traditional schooling contexts, as experienced by two different student groups: one comprising an elite mainstream and the other an excluded minority.
Story Circle is the first collection ever devoted to a comprehensive international study of the digital storytelling movement, exploring subjects of central importance on the emergent and ever-shifting digital landscape.
* Covers consumer-generated content, memory grids, the digital storytelling youth movement, participatory public history, audience reception, videoblogging and microdocumentary
* Pinpoints who is telling what stories where, on what terms, and what they look and sound like
Faculty Seminar Series
Professor Justin O’Connor, Research Capacity Building Professor Tuesday 28th April 12pm-1pm The Hall (Z2-226) CI Precinct QUT Kelvin Grove
Creative labour: emancipation or honey-trap?
Online_social_networks, user-created content and participatory media are often still ignored by professionals, denounced in the press and banned in schools. But the potential of digital literacy should not be underestimated.
The paper seeks to warrant the authors’ claim that creative capacity building can, at least in substantive part, be made visible through empirical processes of inquiry. To do so, the authors present methodologies and findings from two research projects they have conducted into creative capacity building, the first of which tracks student networking capacity and the second of which identifies cognitive playfulness as a creative learning disposition.
Whether we describe them as Gen Y, the Net Gen, the Millennials or the Yuk/Wows, today's young people have grown up in a highly technologised environment. They interact, engage and disengage with greater speed and choice than ever before. But are they equipped for a work future in which creativity has become the defining feature of economic life?
We identify some tensions between formal education and informal learning in the uses of popular literacy since the nineteenth century, in order to argue for a ‘demand-led’ model of education in digital literacy.
This issue of Media International Australia is based on several of the papers presented at the Digital Literacy and Creative Innovation in a Knowledge Economy symposium held by CCI and the ARC Cultural Research Network in March 2007. Guest edited by CCI researchers Kelly McWilliam and John Hartley, along with Mark Gibson, the articles in this issue consider how the rapid development of digital technologies has changed the production and consumption of media content, altering the very nature of the relationship between 'producers' and 'consumers'.
Online digital environments are inviting all of us to reject the role of spectatorship and to participate actively in our own learning write Erica McWilliam and Norman Jackson
