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Digital media impact in education
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Transmedia in Education 2
Abstract
Transmedia storytelling is incessantly integrated in network society. However, the same argument cannot be made about its effectiveness in education. This is likely because education is still perceived as a traditional practice and although convergence culture has been a revelation in world of digital media, the power of multimodal education through transmedia is not seen as a substantiate substitute for outdated practices in academic pedagogies. This paper will analyze and investigate the role transmedia storytelling in education and its practices especially with the proliferation of contemporary digital media technology.
According to (Jenkins, 2016), “’Transmedia,’ by itself, simply describes some kind
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Transmedia storytelling does not just rely on new digital media; in fact, projectors, written papers, drawings and illustrations are some examples of media that play significant roles in transmedia storytelling experience. The sophistication of media has little effect on convergence, it has to do with the brains of individual consumer how they interact with others socially (Jenkins, 2009). It must also be noted that 21st century learners are disenchanted by traditional forms of learning and prefer a combination of both entertainment and education. For example, Inanimate Alice first introduced to classrooms in 2005, is an ongoing fictional digital novel where students are taken to a digital journey with Alice. It is an interactive multimodal form of transmedia and students learn different languages, cultures and social exercises. Similar practices have already taken place in kindergarten as young students and even educators are learning how to be media literate. The internet is rapidly playing a significant role in children’s and young people’s life as source for retrieving information to support school work (Livingston & Bober, 2004). However, there are limitations here as sufficient studies have not been done to effectively substantiate an improvement in learning through the implementation of transmedia storytelling in
However, think about the evolution of literacy and the different ways in which children and people learn and retrieve information; this definition could also include interaction with the digital text. There is a wide range as to what counts as literacy such as blogging, social networking, emailing, digital storytelling, online chats and even shopping online just to name a few. Not everyone will agree with what counts as literacy, but if students are not enlightened on the many aspects of what could make them valuable assets in the future; that would be negligent. In Rich’s article digital literacy is being discussed which is the topic this response will focus on. Learning is not restricted only to the classroom. Just like books, the Internet can take you places, on advantages without having to leave home. Digital literacy can be beneficial with the proper guidance of teachers, educators and
... Cyberfiction: Teaching a Course on Reading and Writing Interactive Narrative,” in Contextual Media, ed. E. Barrett and M. Redmond, MIT Press, 1997.
Pailliotet, A.W., & Semali, L. (Eds.). (1999). Intermediality: The teachers’ handbook of critical media literacy. Boulder, CO: Westview Press.
Immediately prior to stating her argument, Kathleen O’Neil discusses the use of postmodern picture books by teachers in order to prompt students into questioning and debating issues within their own personal lives. She then transitions into stating her argument in the third paragraph of her article in the last sentence. She says, “This article examines the use of postmodern picture books in classroom settings to spark discussions that lead to greater awareness on the part of the students of the world around them and the possibilities of their roles in it” (41). Immediately after stating her argument O’Neil initiates a separate section of her article titled “We Turn to Storytellers,” where she discusses the advancement of the current world and how postmodern picture books are responding to these changes.
Plester, Beverly and Clare Wood. "Exploring Relationships Between Traditional and New Media Literacies: British Preteen Texters at School." Journal of Computer-Mediated Communication (2009): 1108–1129. Print.
Up until recently television has been the most prominent medium of entertainment and information in our lives. Nothing could beat Saturday morning cartoons, the six o'clock news and zoning out from the world by the distractions of prime time sitcoms. It is all of these things and more that formed television into what was thought to be the ultimate entertainment medium, that is, up until now. Television in the twenty-first century is not the television our parents watched or in fact what we watched as children. Today’s generation are no longer satisfied with the traditional television experience. Today’s audience no longer has to follow the network’s predetermined schedule nor is television the one dimensional experience it used to be. Viewers no longer need to schedule a fixed time in order to gather information or watch their favourite show (Smith 5). They can record it with the push of the DVR (Digital Video Recording) button or watch it on a device and obtain background information via the Internet. In addition, viewers now have the opportunity to interact with, share, and produce their own material from their favourite show (5). In order to not lose the authenticity of television, media theorists have created transmedia. This new twist on television gives the user more control and more involvement than ever before. The concept has been termed as transmedia storytelling. The online journal Infoline defines transmedia storytelling in its January 2014 issue as “social, mobile, accessible and re-playable.” Originally coined in the 1990’s it was not until 2003 when Henry Jenkins, a professor of communications at the University of Southern California, wrote his article “Transmedia Storytelling” that the term began being ...
Turkle, Sherry. "Cyberspace and Identity." Writing and Reading Across the Curriculum. Ed. Laurence Behrens and Leonard J. Rosen. 8th ed. New York: Longman, 2003. 271-280.
In today’s society we are overwhelmed with technology. Technology is changing everyday, and will forever be a staple in our lives. The effect that technology has on our children has brought on some concerns and some praises. Children these days have no choice but to some how be influenced by the ever growing technology in our societies. Our common concern has been that although digital technology has boosted children’s talent for multitasking, their ability to process information deeply may be deteriorating (Carpenter, 2010). Many people have a wide range of opinions on if technology is having a positive influence on our children or a negative, there is a vast amount of evidence to support both of these arguments. Technology can refer to so many things, but there are three main parts of technology that are having the greatest effects on our children: video games, television/media, and computers. The modern technologies we have today are so powerful because they attract our genetic biases, that the human brain has a tremendous love for visually presented information. Video games, television, movies and computer programs are all very visually oriented and therefore they attract and keep the attention of children easily.
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
The fundamental notion of Transmedia Storytelling is worldbuilding which, due to the complex universe, well-constructed
This article addresses how children have mastered the art of technology from a very early age. The internet allows for faster learning than textbooks because it helps children choose an avenue of learning that suits them best. Research has proven that vocabulary expands at a quicker rate with the use of technology. This article provides information from a variety of news sources and a professional writer. Harsh Wardhan Dave is a media and communications specialist. Harsh Wardhan has a passion for finding the right blend of technology and creativity in his writings. This source is relevant to the thesis statement because it also validates that we need to make the most of technology and the internet while still providing a healthy balance as well as ensuring a safe environment so that we can provide our children the best of both worlds.
If one asked “What is media literacy?” a majority of people would be puzzled. Some would say that it is the ‘written’ part of media that is not usually seen or a written layout of how media should be produced. The bulk of people would say they have no idea what media literacy is. People in today’s society should be informed about media literacy. Society should be informed of what media literacy exactly is and how it applies to the field of communications.
I would like to be a video editor because I think it would be a great experience. It would help me make videos much better looking for an audience. I would love this as a lifetime job and do editing for big businesses like FOX or YouTube, things like that. I want to be a video editor because I have always fantasized of being a big person and doing a job with computers. I love working and making films better. I used to make videos better for people when I lived in Houston.
Media literacy gives us the ability to understand the information and process the underlying meanings within. According to the video “Media Literacy in the 21st Century Classroom” (2009), media literacy is defined as the ability to access, analyze, evaluate, and create media in all its forms. The video “Media Literacy in the 21st Century Classroom” (2009) refers to media literacy as a skill that allows people to be critical thinkers, which makes it more difficult for others to influence a person’s thoughts and ideas. With the massive amounts of media available, we need to be able to decipher the meanings beneath the messages. Media literacy is more important than ever in today’s society because of the advancements in technology and the increase of all forms of media. In today’s society, we should make an effort to change our ways and use a culturalist approach to media literacy. “A culturalist approach to media literacy education views mass media as an integral part of the cultural lives of youth, not an outside force to be resisted or overcome” (Mittell 391). With the amount of media we are all exposed to, we need to give our younger generation the appropriate education on how to analyze and evaluate the media that they will be bombarded with. With the evolution of technology and media, it is absolutely crucial that we include media literacy in the education process for the sake of the younger
Imagine someone born in the early 1900’s entering a modern-day classroom. They would likely be confused as to what televisions, computers, cell phones, and other electronic devices are. It is also likely that they would be overwhelmed by the instant access to information that the internet provides. Digital media has become a large part of people’s everyday lives especially with the rise of digital media in classrooms. Digital media is growing so rapidly that people who are not adapting to this shift in culture are falling behind and becoming victims of the “digital divide”, this is leaving people misinformed. Digital media has a large effect on the way that people communicate, this is especially evident in the way that students interact with