Digital Media and Learner Identity: The New Curatorship by J. Potter

By J. Potter

Drawing on study into autobiographical video creation by way of younger beginners to offer a idea of curatorship and new media, this paintings explores points of literacy and id idea which supplied the preliminary frames for interpreting the paintings and indicates how 'curatorship' works as a metaphor for brand new cultural and literacy practices.

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Digital Media and Learner Identity: The New Curatorship (Digital Education and Learning)

Drawing on study into autobiographical video construction via younger inexperienced persons to give a thought of curatorship and new media, this paintings explores aspects of literacy and id idea which supplied the preliminary frames for analyzing the paintings and indicates how 'curatorship' works as a metaphor for brand spanking new cultural and literacy practices.

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Not every video made as a piece of self-representation by children and young people ends up as the coherent, fully designed, literate, and realized use of meaning-making resources envisaged by some semiotic theorists. “Play,” including a form of “roleplay” in front of and behind the camera, is also represented in the mutable and fluid possibilities in production, the roles in production on- and offscreen. Children are able to capture moments of their own play as it unfolds. It may be possible to observe this in the movement between roles and behaviors in front of and behind the camera.

One key aspect that all the areas share, even within their various different theoretical perspectives, is an attempt to describe a process by which meanings are both transmitted and received, as well as a sphere in which competencies are developed, demonstrated, and measured. This is because the term “literacy” itself is inextricably linked with competency in reading and making messages and, therefore, with learning itself. ) defines literacy as “the ability to read and write” (ed. Sykes 1979).

Instead, joining these notions with learning theory in the form of flow theory (Csikszentmihalyi 1996) becomes more helpful, something which one of my masters students captured brilliantly in a dissertation analyzing youth media production, describing both the fashioning and the flow (Cannon 2011). Literacy and Production ● 35 In seeking to theorize technology and education in a way that considers a more socially constructed notion of learning, other writers build on theories that consider the activity around tools as mediated action that leads to learning (Wertsch 1998); learners are seen to operationalize knowledge and skills in the social context of their interaction around the tools.

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