Draft+Lit+Review

ONE: What if undergraduate students designed their own web learning environment? Exploring students' web 2.0 mentality through participatory design. Full Text Available By: Palaigeorgiou, G.; Triantafyllakos, G.; Tsinakos, A. Journal of Computer Assisted Learning. Apr2011, Vol. 27 Issue 2, p146-159. 14p. 1 Chart. DOI: 10.1111/j.1365-2729.2010.00382.x.

The authors of this study used Jenkins to show that when students were given a say in the design process of learning environment and activities, they naturally gravitated toward traits participatory culture and away from text-based forms of showing their knowledge. "In the web 2.0 era, learners are regarded as cooperative and altruistic actors (Vassileva 2008), who refuse to take on the role of a passive consumer and are transformed into active contributors, authors with a disposition to innovate, share, and form communities of interest, communities of practice, and networks (Boyd 2007)."

"Research shows that students of all ages are heavily influenced by prior learning practices and methods of delivery and are inclined to decipher new technologies through conventional views of learning (CLEX 2009; Crook 2001)."

TWO "You Tube as a participatory culture" by Clement Chan This "study" is really lame. Author just explains how YouTube fits the characteristics of Participatory Culture. Just one possibly relevant tidbit:
 * Winter2010, Vol. 2010 Issue 128, p65-74, 10p, 1 Black and White Photograph

"Although scholars in the fi eld of media studies have begun to suggest that youth are increasingly becoming producers of media content rather than mere consumers, the statistics show that teens still prefer to participate at the periphery."12 ( Palfrey, J., Gasser, U., Simun, M., & Barnes, R. F. (2009). Youth, creativity, and copyright in the digital age. International Journal of Learning and Media, 1(2), 79–97; Rheingold, H. (2008). Using participatory media and public voice to encourage civic engagement. In L. Bennett (Ed.), Civic life online: Learning how digital media can engage youth. Cambridge, MA: MIT Press; Stern, S. (2008). Producing sites, exploring identities: Youth online authorship. In D. Buckingham)

THREE Creating Conversations for Learning: School Libraries as Sites of **Participatory** **Culture**.Authors: Source:; May2011, Vol. 27 Issue 8, p41-43, 3p T his is a nice article about how a school librarian used the traits of participatory culture to reimagine the purpose of her library and the way she collaborated with students and teachers.

"These five essential conditions provide the basis to “distribute” ownership of the library and make it a shared environment for both students and teachers." (41)

The participatory culture is also conducive to helping students create personal learning networks and environments to cultivate resources for accessing, evaluating, and sharing information locally and with the world. (41)

The conversations for learning created in this participatory environment are “eye-opening” for many students and transform their world view.(41)

A climate of participation, risk-taking, acceptance of “messy” learning, and inquiry in the school library creates conversations for fostering organic, responsive, relevant, and dynamic school library programs. When the school librarian is a partner for learning, the boundaries between the traditional classroom and library space become one shared learning space.(43)

FOUR Rewriting the Script: Toward a Politics of Young People's Digital Media Participation.Authors: Source:; Sep-Dec2010, Vol. 32 Issue 4/5, p382-402, 21p This is a very fascinating article about the convergence of participation and ownership, control, and intellectual property. It also had some great references that I want to check out, specifically Hobbs 2008.

Rather than falling into the trap of regarding digital participation as the outcome of technological innovation, we must relocate it within the realm of social desires, desires that create a demand for, shape, and recreate interactive technologies and practices (Cover 2006). pg. 385

Finally, I believe, we are required to step back from the discourse of novelty that surrounds young people’s digital participation. pg. 385

Fan girls have a unique and complex relationship with pop culture and commercial media, based as it is in both an attachment to the original text and the desire to rewrite that text. (pg. 388)

In her essay ‘‘Debates and Challenges Facing New Literacies in the Twenty-First Century,’’ for example, Renee Hobbs (2008) writes that ‘‘[e]ducators are just beginning to explore what it means to build critical thinking and communication skills around. . . new online genres and digital media forms, like instant messaging, social networking software, blogs, podcasts and user-modified videogames, where user-generated content and participation are central’’ (440). (pg. 396)

Indeed, a number of scholars agree that interactivity is at the center of new forms of literacy. Sonia Livingstone (2003) reports that it is ‘‘interactivity which marks the greatest disjunction in the literacy requirements of old and new media’’ (19), while Henry Jenkins (2006a) envisions the rise of participatory cultures in which users learn to create, share, and interact in new ways. Yet as we have seen, such participatory cultures are marked by contradiction and contestation and are located within changing social, economic, and cultural contexts. But rather than viewing such conflicts and contexts as complications to media education, we might see them as crucial starting places for critical inquiry and imaginative production practices. (pg. 396)

Perhaps it is exactly here—with media practices—that we might begin. While critical analysis of media texts and representations has long been at the center of thinking about media literacy (Hobbs 2006), there appears to be a need to shift some of that attention toward mediated interactions and new modes of communication and production, as media technologies become increasingly social. (pg. 397)

FIVE:1 tkell@uga.edu

This is a nice report about a librarian and teacher collaborating on a fan fiction project. She uses Jenkins as part of her rationale, but she doesn't analyze any of the data during the project to decide if it was successful except to say that the kids seem to want to write more now. "Using Fan Fiction to Teach Critical Reading and Writing Skills" Source:; Oct2009, Vol. 37 Issue 1, p32-35, 4p This is obvious, but I like this little truism: "Students are motivated by and connect with lessons that involve media they appreciate."

This woman basically has the exact lit review that I did for my blogging article. Makes me like her immediately.

"The 2008 Pew Internet and American Life Project report "Writing, Technology, and Teens" examined students' perception of their writing. In the report, Lenhart, Arafeh, Smith, and Macgill found that students reported it was motivating when they were able to select topics that interested them, when they were able to write creatively, and when they were writing for an audience."

SIX: The participatory culture in learning environments Author(s): [|Keith R. Krueger] Source: **//[|School Administrator].//** 68.4 (Apr. 2011): p8.

This is a short spotlight of a superintedent who is using dig media to do stuff. Nothing with data analysis or anything like that. No mention of Jenkins, either. Still, shows interest in breaking down barriers between creators and consumers.... so, good?

"The sharp distinction between those who produce information and those who consume it has been substantially eroded. Indeed, the explosion of new media options at our disposal today has led to the emergence of what is being called " participatory culture .""

"The process of discussing and refining learning objects offers an opportunity for teachers to learn from one another, and so does the resulting repository, which includes not only the objects but tested ideas for how to use them in the classroom."

SEVEN: I 'm looking for that Moby Dick study. Seems like a good one. Found a little blog post about it by By Andrew Whitacre Here: http://cms.mit.edu/news/features/2008/09/project_new_media_literacies_r.php I guess it's a collaboration between MIT's Project New Media Literacies and some schools. Here's the rationale, which I like: NML Research Director Erin Reilly puts it in matter-of-fact context for teachers. "Kids have this incredible energy and enthusiasm, but it often just disappears as soon as class starts," Reilly says. "We want to help teachers put that energy to use in the learning process." I feel this might work as a reason why we thought this would work. I

EIGHT and FINAL: "Teachers' Strategy Guide" from Project New Media Literacies

More for the why we thought this would work: "Instead of asking what effects, positive or negative, the emergence of digital technologies has had on kids' reading skills, we ask: How can we draw on the skills and mindsets young people are developing in their use of digital technologies in order to enhance their engagement with traditional texts?" (1)

"A recent study by the Pew Center for the Internet and American Life found that the work young people do with technology is inherently creative, collaborative, and social: Online, it's possible - and common - to remix video and text, to pull and cull information from a variety of sources, and to connect to networks and communities in which members are encouraged to develop and share personal interests, passions, and knowledge" (1)

"These new participatory practices, far from being an anomoly, are in high demand in a culture that values creativity, resourcefulness, and collaborative problem solving." (1)