logging in or signing up Multiple Modalities & New Knowledges aSGuest92298 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 16 Category: Education License: Some Rights Reserved Like it (0) Dislike it (0) Added: March 30, 2011 This Presentation is Public Favorites: 0 Presentation Description An extended version of my presentation at the 2011 Ethnography in Education Conference as a Stoneleigh Junior Fellow at Research for Action. This focuses on preliminary findings about my work on media literacy in afterschool programs, specifically describing how youth learn new literacy skills in these programs, why they decide to spend time in the programs, and what this means for educators and education in the 21st century. Comments Posting comment... Premium member Presentation Transcript Multiple Modalities & New Knowledges: Multiple Modalities & New Knowledges Out-of-School Media Literacy and Learning 2011 Ethnography in Education Conference Joslyn S. Young Stoneleigh Junior Fellow Research for Action February 25, 2011Slide 2: Presentation overview Background Research questions Methodology Preliminary findings Further questions A PSU/On Blast member interviews a striking nurse on a picket line outside Temple Hospital. (J. Brown, 4/10)Slide 3: 85% of teens communicate electronically Media literacy Reading & writing with media 60% of teens do not think of these texts as writing Traditional literacy Reading & writing in print Background: Changing definitions Traditional Writing New CommunicationSlide 4: Research questions How do adolescents learn and master media literacy skills? Why do youth engage in programs that teach these skills? What does this mean for education and educators both in and outside of schools? 2009 VFC participants set up the camera and microphone pole. (J. Young, 7/09)Slide 5: Research sites Philadelphia Student Union (PSU) http://www.phillystudentunion.org Youth organizing Empower youth to create change in education Emphasis on youth-led Focus: Radio production On Blast Chester Voices for Change (VFC) http://www.chestervfc.wordpress.com I started and ran the program Positive youth development Community exploration and engagement Focus: Film productionSlide 6: Research methodology Qualitative study using participant observation & interviews A PSU/On Blast member interviews a student from a suburban school district about school funding inequality. (JJ Tiziou , 3/09, www.jjtiziou.net ) Interpretive research at PSU Long-term (≈ 7 months) with deliberate reflection Observer > participant Action research at VFC Reflective research while running program for 2 nd time Participant > observer 2010 VFC participants take time to write up character profiles. (J. Young, 10/10 )Slide 7: Research position: Further questions How do my identities affect relationships and data collection? Young adult Community outsider How do my positions within the programs affect the research? Participant vs. observer Mentor vs. researcher One VFC actor prepares for his role while another sets up a camera. (J. Young, 7/09)Slide 8: How do adolescents learn and master media literacy skills? Student-centered Hands-on Experiential Apprenticeship Model Model Coach Fade PSU: Expert to novice peer instruction Two On Blast members host a live radio show on WPEB. (J. Morris, 6/10)Slide 9: Why do youth engage in programs that teach these skills? Potential for organizing “a natural extension of PSU’s work” Media for organizing is the “most direct way to address frustrations I have about my education” Developing skills and interests “It was offering everything I wanted to do.” Gain “technical skills…that’ll help me in my career” “Raising my voice” “Doing something positive” PSU VFCSlide 10: What does this mean for education both in and outside of schools? Young people can be engaged and motivated to learn Provide the right context New literacies must be taught and effectively evaluated for mastery Move beyond testing Teaching new literacies does not mandate elimination of traditional literacies Build from & support each other A PSU member controls the soundboard at a local radio station, WPEB in West Philadelphia. (J. Morris, 8/10)Slide 11: What does this mean for educators both in and outside of schools? Integrate and spread support for adolescents Collaborate across contexts Build and maintain respectful relationships with youth Value experiences, listen, and support decisions Provide opportunities for youth to raise their voices Build confidence and mentor through active listening 2009 VFC participants check the sound before filming. (J. Young, 7/09)Slide 12: Further Questions What happens when schools use new literacies in classrooms? How can schools and out-of-school programs work together? PSU members brought together youth from across the city for a nonviolent flash mob as part of the Campaign for Nonviolent Schools . (M. Velis , 4/10) 2009 VFC participants collaborate on editing their movie. (J. Young, 7/09)Joslyn Young Stoneleigh Junior Fellow Research for Action: Joslyn Young Stoneleigh Junior Fellow Research for Action jyoung@researchforaction.org 3701 Chestnut Street Philadelphia, PA 19104 (215) 823-2500 ext. 519 http://www.researchforaction.org Philadelphia Student Union (PSU) http://www.phillystudentunion.org Chester Voices for Change (VFC) http://www.chestervfc.wordpress.com Stoneleigh Foundation http://www.stoneleighfoundation.org You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Multiple Modalities & New Knowledges aSGuest92298 Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 16 Category: Education License: Some Rights Reserved Like it (0) Dislike it (0) Added: March 30, 2011 This Presentation is Public Favorites: 0 Presentation Description An extended version of my presentation at the 2011 Ethnography in Education Conference as a Stoneleigh Junior Fellow at Research for Action. This focuses on preliminary findings about my work on media literacy in afterschool programs, specifically describing how youth learn new literacy skills in these programs, why they decide to spend time in the programs, and what this means for educators and education in the 21st century. Comments Posting comment... Premium member Presentation Transcript Multiple Modalities & New Knowledges: Multiple Modalities & New Knowledges Out-of-School Media Literacy and Learning 2011 Ethnography in Education Conference Joslyn S. Young Stoneleigh Junior Fellow Research for Action February 25, 2011Slide 2: Presentation overview Background Research questions Methodology Preliminary findings Further questions A PSU/On Blast member interviews a striking nurse on a picket line outside Temple Hospital. (J. Brown, 4/10)Slide 3: 85% of teens communicate electronically Media literacy Reading & writing with media 60% of teens do not think of these texts as writing Traditional literacy Reading & writing in print Background: Changing definitions Traditional Writing New CommunicationSlide 4: Research questions How do adolescents learn and master media literacy skills? Why do youth engage in programs that teach these skills? What does this mean for education and educators both in and outside of schools? 2009 VFC participants set up the camera and microphone pole. (J. Young, 7/09)Slide 5: Research sites Philadelphia Student Union (PSU) http://www.phillystudentunion.org Youth organizing Empower youth to create change in education Emphasis on youth-led Focus: Radio production On Blast Chester Voices for Change (VFC) http://www.chestervfc.wordpress.com I started and ran the program Positive youth development Community exploration and engagement Focus: Film productionSlide 6: Research methodology Qualitative study using participant observation & interviews A PSU/On Blast member interviews a student from a suburban school district about school funding inequality. (JJ Tiziou , 3/09, www.jjtiziou.net ) Interpretive research at PSU Long-term (≈ 7 months) with deliberate reflection Observer > participant Action research at VFC Reflective research while running program for 2 nd time Participant > observer 2010 VFC participants take time to write up character profiles. (J. Young, 10/10 )Slide 7: Research position: Further questions How do my identities affect relationships and data collection? Young adult Community outsider How do my positions within the programs affect the research? Participant vs. observer Mentor vs. researcher One VFC actor prepares for his role while another sets up a camera. (J. Young, 7/09)Slide 8: How do adolescents learn and master media literacy skills? Student-centered Hands-on Experiential Apprenticeship Model Model Coach Fade PSU: Expert to novice peer instruction Two On Blast members host a live radio show on WPEB. (J. Morris, 6/10)Slide 9: Why do youth engage in programs that teach these skills? Potential for organizing “a natural extension of PSU’s work” Media for organizing is the “most direct way to address frustrations I have about my education” Developing skills and interests “It was offering everything I wanted to do.” Gain “technical skills…that’ll help me in my career” “Raising my voice” “Doing something positive” PSU VFCSlide 10: What does this mean for education both in and outside of schools? Young people can be engaged and motivated to learn Provide the right context New literacies must be taught and effectively evaluated for mastery Move beyond testing Teaching new literacies does not mandate elimination of traditional literacies Build from & support each other A PSU member controls the soundboard at a local radio station, WPEB in West Philadelphia. (J. Morris, 8/10)Slide 11: What does this mean for educators both in and outside of schools? Integrate and spread support for adolescents Collaborate across contexts Build and maintain respectful relationships with youth Value experiences, listen, and support decisions Provide opportunities for youth to raise their voices Build confidence and mentor through active listening 2009 VFC participants check the sound before filming. (J. Young, 7/09)Slide 12: Further Questions What happens when schools use new literacies in classrooms? How can schools and out-of-school programs work together? PSU members brought together youth from across the city for a nonviolent flash mob as part of the Campaign for Nonviolent Schools . (M. Velis , 4/10) 2009 VFC participants collaborate on editing their movie. (J. Young, 7/09)Joslyn Young Stoneleigh Junior Fellow Research for Action: Joslyn Young Stoneleigh Junior Fellow Research for Action jyoung@researchforaction.org 3701 Chestnut Street Philadelphia, PA 19104 (215) 823-2500 ext. 519 http://www.researchforaction.org Philadelphia Student Union (PSU) http://www.phillystudentunion.org Chester Voices for Change (VFC) http://www.chestervfc.wordpress.com Stoneleigh Foundation http://www.stoneleighfoundation.org