youth

This report documents the circumstances and experiences of 3 remote Indigenous communities in central Australia and outlines the reasons for the low level of internet take-up, and considers the future prospects for ‘home internet’ in these communities.

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?

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.

Publication: Cognitive playfulness, creative capacity and generation ‘C’ learners

The argument that studying the arts boosts academic achievements in other subjects has been the subject of extensive research and the consensus view could be summed up as 'not proven'. But as Kate Oakley argues, there is stronger evidence for the relationship between arts education and a variety of social or 'non cognitive' skills, from self-confidence to communication skills.