| 000 | 02895naaaa2200325uu 4500 | ||
|---|---|---|---|
| 001 | https://directory.doabooks.org/handle/20.500.12854/77868 | ||
| 005 | 20220220093425.0 | ||
| 020 | _amitpress/8435.001.0001 | ||
| 020 | _a9780262258951 | ||
| 020 | _a9780262513623 | ||
| 024 | 7 |
_a10.7551/mitpress/8435.001.0001 _cdoi |
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| 041 | 0 | _aEnglish | |
| 042 | _adc | ||
| 072 | 7 |
_aJNV _2bicssc |
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| 072 | 7 |
_aPDR _2bicssc |
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| 100 | 1 |
_aJenkins, Henry _4auth |
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| 245 | 1 | 0 | _aConfronting the Challenges of Participatory Culture : Media Education for the 21st Century |
| 260 |
_aCambridge _bThe MIT Press _c2009 |
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| 300 | _a1 electronic resource (145 p.) | ||
| 506 | 0 |
_aOpen Access _2star _fUnrestricted online access |
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| 520 | _aMany teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention. This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning | ||
| 540 |
_aCreative Commons _fby-nc-nd/4.0 _2cc _4http://creativecommons.org/licenses/by-nc-nd/4.0 |
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| 546 | _aEnglish | ||
| 650 | 7 |
_aEducational equipment & technology, computer-aided learning (CAL) _2bicssc |
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| 650 | 7 |
_aImpact of science & technology on society _2bicssc |
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| 653 | _aImpact of science and technology on society | ||
| 653 | _aEducational equipment and technology, computer-aided learning (CAL) | ||
| 856 | 4 | 0 |
_awww.oapen.org _uhttp://mitpress.mit.edu/9780262513623 _70 _zDOAB: download the publication |
| 856 | 4 | 0 |
_awww.oapen.org _uhttps://directory.doabooks.org/handle/20.500.12854/77868 _70 _zDOAB: description of the publication |
| 999 |
_c78943 _d78943 |
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