Media Literacy or Technological Competence?

During class on March 31, we watched a short video featuring six- and seven-year-olds demonstrating their “media literacy”. Children stated that they were “media literate” while demonstrating how to access the class blog, submit comments, and other computer and analog activities. While I applaud their knowledge and commend the teacher who is clearly making great efforts to expose her students to the technology that surrounds them, I question whether or not this video showcased media literacy or technological competence.

Per the discussion and activity that followed, I would argue that media literacy is a set of skills that goes far beyond simply being able to access blogs and make comments or distinguish a fiction book from a non-fiction book (with some faulty reasoning, I might add – just because the cover is a picture and the title is a “real thing” doesn’t mean the work is automatically non-fiction – those kids might find the adult fiction section of a library somewhat unnerving under those criteria!). While these children are clearly technologically competent, I am not altogether sure that they would be able to decipher the agendas behind the messages that different media outlets target at them.

The Media Literacy Project activity that we engaged in during class is one that tests the type of skills that are demanded of one who claims to be “media literate”. Media literacy requires critical thinking and evaluation of messages that are being sent via various forms of media – in written, audio, and visual form. While the children in the video might not have any trouble gaining access to the videos and images we discussed during class, I have my doubts about their ability to consistently interpret the messages that these items were conveying.

One example I immediately think of that would point to the fact that six- and seven-year-olds are NOT actually media literate is the way in which they are marketed to by food companies and toy manufacturers. These entities understand children can be manipulated into wanting to own or eat certain things if they see other kids (especially their friends) enjoying those things - Happy Meals are often as much about the prize in the box as the apple slices. Another example - the Webkins phenomenon - seems to be a combination of the early 90s appeal of Beanie Babies and the type of technological competencies that the kids in the video demonstrated. I don’t believe that the kids who collected Webkins were interested in why the world of Webkins had been created online, who they were interacting with (beyond their real life friends); they did not realize they were being manipulated by a marketing team into using a certain computer program/social network.

All of this said, I do not mean to demean what these students and their teacher are working on – the competencies that they showcased are the foundational building blocks that must be laid if we are to expect older children and teens to actually become media literate. The idea that these children are already contributing to a blog and offering (constructive) feedback to one another in a digital format is both impressive and encouraging.

Perhaps the real problem is that - in a world in which technology and media seem constantly evolving – we have difficulty nailing down a clear definition of media literacy. Indeed, my own understanding of the term has shifted and evolved over the course of this semester.

VOYA: The Unbound Word

For the past year or so I've been struggling with how I will incorporate eReaders into our middle school library. Which one should I buy? How will I check them out? Will teacher/parents/students buy in? What happens in they get lost/stolen/broken? Questions, questions, questions. While I continue to research and puzzle over the possibilities I'm happy to have a found a new resource. VOYA started a new column in April called "The Unbound Word." The focus is, "...the implications of digital reading on teen development and on library services to young adults" (Braun). This month's column is about two apps, Kobo and Copia. These two apps both bring a level of interaction and socialization to reading that I wouldn't have imagined even 5 years ago. My favorite, Copia, allows people to add friends to their account. As you read a book, you can highlight, make notes, and ask questions about passages. When your friends read the same book--your notes are visible to them. They can respond, commend and ask questions back. I practically ran out of the library (okay, I didn't run out, but I did spring out of my seat) to find someone to talk about what this meant for learning in our school. How exciting would it be to have a small group of students reading together in such a new way? I can only imagine that my students would buy in immediately (and not only because of the novelty of the eReaders). The funniest part of the article is when Braun states, "Think beyond how it might seem creepy and frightening." I was laughing out loud since that's exactly how some people will react. But not everyone. In fact, a group of my teacher friends are going to pilot the app in our first book group. I can only guess that we will be as hooked as the kids. It may just change reading forever.

Braun, Linda W. "Reading That Is Global and Social." VOYA 34.1 (2011): 38-39. Print.

Facebook Depression

As I was listening to a St. Louis news program last week, I heard a small interview with local psychologist, Kelly DeVere, discussing how Facebook can have a negative impact on users. Her focus was mostly on women, who typically upload more photos of themselves to boost their self-esteem. However the desired result of having people write positive comments about these images doesn’t usually occur. In fact, seeing these photographs leads other users (also typically female) with low self-esteem to write negative comments about the women posting pictures, which reinforces the cycle of low self-esteem. While the news report was focused on women, the report led me to recent studies which have prompted the American Academy of Pediatrics to develop social media guidelines to help avoid “Facebook depression” among teens and young adults (Berando n.pag.).

There is still no conclusive data to show that social media sites actually cause depression. However, if someone is already depressed, Facebook and other social media sites can worsen the depression. Dr. Gwenn O’Keefe, the author of the guidelines, is concerned with “the false social utopia media can create” (Steele n.pag.). If a withdrawn, lonely teenager is seeing pictures of his/her classmates having fun at parties or smiling in large groups, it can make that teen feel worse about his current state. Even if there aren’t pictures, statuses often boast the fun and happiness someone is experiencing. The results of all of the inflation of “fun-times” are feelings of increased loneliness from those who are excluded. Ironically enough, most statuses aren’t accurate. Georgetown University student Tommy Petriccione said that, “There are kids who put up statuses like ‘partying tonight’ just to look cool” (Berardo n.pag.).

But those depressed teens who are sitting home alone on a Friday night have no idea these statuses are false and feel bad about themselves for being excluded from the fun or make them isolated from former friends or significant others. Just last week a student came to me for advice. Her boyfriend of two years had ended the relationship and she was suffering her first real heartbreak. The more she talked the more I realized that Facebook was preventing her from moving on. First there was the public response to their break-up as her relationship status went from “In a Relationship” to “Single.” But even worse was the constant streaming of information of what her ex was doing , who he was talking to, and pictures of him having fun. The obvious answer was for her to block him or end their “Facebook friendship,” yet that hadn’t even occurred as a possibility to her and I’m sure is something her parents have no clue that she is dealing with.

In the past much of the media spotlight regarding social networking has been about cyber bullying. Bullying, regardless of the format, typically is the result of self-esteem, as the bullies put others down to make themselves feel better. Recent high profile teen suicides resulting from bullying on Myspace and Facebook have already shown us how dangerous this platform can be. It is important for parents (and educators) to be aware of the less obtrusive bullying resulting from social networks’ groups, friends’ lists, and photo tags. Teens don’t need to tell someone he’s a loser; they can prove it on Facebook. As Eric Steinman stated in his recent article, “Children and teens…have become progressively more and more reliant upon virtual dealings to cement and substantiate their social lives…” (n.pag.). How you spend your weekends is now public domain, and to pretend to have a social life requires the aforementioned exaggerated statuses.

As a result of the American Academy of Pediatrician’s new guidelines, “pediatricians are urging parents to educate themselves about how social media work to narrow the ‘participation gap’ that separates them from their tech- savvy kids” and even ask their children how much time they’ve spend online that day (Steinman n.pag.). It seems necessary then that librarians would and should be the ones to help educate parents about these media, and also educate young users about their possible effects. Perhaps if depressed kids realized how Facebook is affecting them or that many of their peers who are boasting about their “good times” are actually feeling the same way as them, it could help alleviate the likelihood of “Facebook depression.” Teens need to look inside themselves to find feelings of positive self-worth instead of seeking validation from the social media.

Once they have those internal feelings for self-worth, social media sites can actually be a positive forum. Teens with feelings of high self-esteem feel good using Facebook because it “can enhance feelings of social connectedness of among well-adjusted kids” (Steele n.pag.). Just as negative comments reinforced negative feelings, positive comments from others reinforce those positive feelings. With teens logging more and more hours on Facebook, it is important that they and their parents are aware of all of these effects – the positive and the negative.

Sources

Berardo, Mike. “Social Media May Worsen Depression.” The Hoya. Georgetown University. 1 Apr. 2011. Web. 4 Apr. 2011. http://www.thehoya.com/news/social-media-may-worsen-depression-1.2137258

Steele, John. “ ‘Facebook Depression’ Could Make Teen Self-Esteem Worse, Researchers Say.” Online Journal. 28 Mar. 2011. Web. 4 Apr. 2011. http://onlinejournal.com/artman/publish/article_7473.shtml

Steinman, Eric. “It is 10:00… Do You Know if Your Kids Are on Facebook?” Care2. 30 Mar. 2011. Web. 4 Apr. 2011. http://www.care2.com/greenliving/it-is-1000do-you-know-if-your-kids-are-on-facebook.html

Media Lit...

During my visit to the Champaign Public Library, I was made of aware of this link and think it adequately showcases the multitude of services offered for youth, and adults:


http://ccb.lis.illinois.edu/Projects/youth/literacies/cpl.html

Furthermore, "[b]y teaching children how to better interpret illustrations and visual media, CPL librarians hope to accomplish two things: 1) help emergent readers to recognize connections between text and art, to see illustrations as a whole, and understand basics of how art works; 2) to help older students connect reading with pictures, and lead them toward visualization as they read more complex texts."

Tony

The future of computer

Lies in the gesture:

http://wp.nmc.org/horizon2010/chapters/gesture-based-computing/

uses of digital storytelling

The growing affordability and accessibility of technology has made digital storytelling a real venue for expression for a variety of groups. Digital storytelling has a vital role to play in identity formation for individuals as well as for communities and especially, I think, for young people.

Although it has often been studied in the context of urban youth and distinct ethnic/cultural communities, digital storytelling's uses can be expanded to positively affect the lives of people in many different situations - especially in the classroom. In these contexts, digital storytelling has been used to help the storytellers articulate and create narratives which help them form a better understanding of themselves and the world around them. Digital storytelling has been employed to engage communities, forge histories, and to hear the voices of individuals. It seems to have greater effectiveness if focused on individuals, but the process happens even when the focus is on a greater community. Because digital storytelling is so effective at community and individual identity development, it has the potential to be of great import to many people.

In the context of young people, the integration of digital storytelling into curriculum, as well as less formal learning situations, brings together important technological skill-acquisition and an awareness of self and the broader world (an awareness that is necessary for a successful digital story of almost any kind).

Young people are constantly (and I really do mean constantly) struggling with how they fit and don't fit in their worlds. As they transition from childhood to greater independence, they struggle to establish new identities in relation to their families, friends, teachers, neighborhoods, as well as hopes and dreams. A great number of research studies have explored how digital storytelling has been used to bring together a community around a shared identity or experience. It is clear that the digital storytelling process helped to form or solidify a community while also allowing the individuals within the community to explore their unique identities. In a classroom, personal digital storytelling could help students establish respect for each other as individuals as well as help to form a cohesive learning community.

In a classroom, non-personal digital storytelling can also hold value. The creation of digital narratives changes all of those involved, pushes them to reassess their identities and relations to the wider world. Digital storytelling requires a variety of literacies and a well-told digital story demonstrates as much critical thinking and skill as a well-constructed research paper. It must contain argument, understanding, and context and it must articulate them with passion, conviction, and skill.

How can digital storytelling be utilized outside of the classroom? Various after-school programs have successfully used digital storytelling to teach computer literacy as well as help their youth participants form a greater sense of self. Digital storytelling is being employed by adults as a new means of history-recording, and could easily be adapted to encourage young people to explore their local or personally-relevant histories.

For young people in particular, digital storytelling brings together a set of skills that are vital to their success as thoughtful, productive adults. The construction of a compelling digital narrative requires research, writing, revision, and a comprehensive grasp of the subject matter. It requires a comfortable literacy with a variety of computer functions - recording/creating and editing audio and images separately and together. It also requires young people to think about how what they are trying to communicate should best be communicated - through image, spoken word, written word, music, etc.

I'm taking a storytelling class this semester and we've explored digital storytelling creation. The results have been really wonderful - one young woman described her relationship to The Vagina Monologues in a digital story that made us laugh, captured our hearts, and then made a poignant argument about feminism and women's bodies. Other students translated folktales into charmingly illustrated digital stories for children. The stories were engaging in a way that simply reading the text would not have been, and captured in a new way the charisma of a story told in person.

In all of the contexts in which digital storytelling has been explored, it serves linked but two-fold purposes, no matter the original stated goal of the project. Digital storytelling - as a performative space - allows participants to understand, articulate, and control their identity and their relation to a larger community. Beyond urban youth, beyond specific ethnic and cultural groups, beyond historical narrative, digital storytelling has the potential to give us all voice, to teach us how to speak our stories and listen - truly listen - to the stories of others.

Read more:
Alexandra, Darcy. "Digital Storytelling as Transformative Practice." Journal of Media Practice 9.2 (2008): 101-12.
Fields, Anne, Karen Diaz, and Kelly Czarnecki. "Digital Storytelling in Different Library Settings." Library Technology Reports 45.7 (2009): 20-30. Academic Search Premier. Web. 30 Jan. 2011.
Hopkins, Candice. "Making Things Our Own: The Indigenous Aesthetic in Digital Storytelling." Leonardo 39.4 (2006): 341-44.
Hull, Glynda A., and Mira-Lisa Katz. "Crafting an Agentive Self." Research in the Teaching of English 41.1 (2006): 43-81.
Li, Ying. "Digital Storytelling as Participatory Media Practice for Empowerment." 2009 Annual Meeting. Proc. of International Communication Association. 1-28.
Manning, Corinne. "'My Memory's Back!' Inclusive Learning Disability Research Using Ethics, Oral History, and Digital Storytelling." British Journal of Learning Disabilities 38 (2009): 160-67.
More, Cori. "Digital Stories Targeting Social Skills for Children With Disabilities." Intervention in School and Clinic 43.3 (2008): 168-77.
Ohler, Jason. "The World of Digital Storytelling." Educational Leadership 63.4 (2005): 44-47.
Rose, Chloe Brushwood. "The (Im)possibilities of Self Representation." Changing English 16.2 (2009): 211-20.
Young, Jeff. "Digital Storytelling: Preserving a Cultural Tradition." Education Canada 50.1 (2010): 22-25.

Family Gaming

This morning at the library I witnessed a very enduring bonding moment between a little girl and her grandmother due to gaming. It made me reflect on the on campus session and the discussion we had about gaming and the positives and negatives that come with it. The little girl (5yrs old) sat down at one of the YS gaming computers and started to play a Disney Princess game. The computer next to her was open, and she prompted her granmother to play the same game she was playing. To my surprise the grandmother was very open to this experience, and sat down, put on the computer head phones, and started playing too.

As they got started, the little girl instructed her grandma on how to get started, telling her which keys on the keyboard to push to control the characters, perform certain actions, etc. The grandma asked questions along the way, talking a little loud just like the kids do because she has headphones on, and relying on her grandaughter when she was confused or unsure of what to do next. The little girl was great at multi tasking, watching both her own screen and her grandmothers, and comenting or instructing her grandmother when she felt it was necessary. The little girl was very enthusiatic and excited, sitting at the edge of her seat and encouraging her grandmother when she was doing well and had performed tasks correctly. The grandmother’s attidtude and demeanor was so impressive. She was not annoyed or overwhelmed to be on the computer learning to play an unfamiliar game. She was very engaged with the game, and was interested and commited to what was taking place on the screen. She was enjoying herself, and the time she was spending with her grandaughter. It was a way for them to connect and bond, and for the grandmother to take an interest in what the little girl enjoyed.

This scenario allowed me to view gaming from a new perspective; as an intergenerational activity. Through the Disney Princess game a little girl and her grandmother were able to interact, socialize, and connect in a new way. Also, game literacy was occuring, but with the little girl teaching, instructing, and guiding her grandmother; the child was teaching the adult, with isn’t traditionally the case. You could tell it was a great self-confidence booster for the child- she was the one with the expertise and experience, and she was excited to be sharing it with her grandmother. Most often when grandparents bring their grandchildren to the library they bring them over the the game computer, and then go find a chair nearby and read a magazine or book. However, this grandparent used this opportunity to get up to speed with the activites her grandaughter is interested in, and tried to learn what they were all about so she could participate to. She took an incredibly active role in gaming with her grandaughter, rather than passively supervising her as she played.

Witnessing this experience led me to an article in Library Journal about Eric Riley, branch manager at the Watha T. Daniel/Shaw Interim Library in Washington DC who places an emphasis on multigenerational programming. He sees it as an opportunity for generations to connect, share, appreciate, and learn from one another. For instance, his library has a co-aged knitting club for ages 8-80 and hosts an intergenerational Wii workshop. With good planning and promotion, I think hosting a family game night could be a great way to bring families together in the library. Many adults seem to view gaming as a waste of time for kids, and fail to see the positive social connections and interactions that can come with it. Also, because they have never played, some adults are unaware of the different types of literacy so many games target. A family game night would allow kids to share their gaming interests with their parents, siblings, or grandparents, helping them to form connections and engage in new ways.