Young creators in open spaces: digital ethnography

Autors/ores

DOI:

https://doi.org/10.1344/der.2018.33.185-202

Paraules clau:

Preadolescents, teenagers, digital literacy, creativity, multimodal discourse, cross-setting.

Resum

The goal of this paper is to analyze the creative processes undertaken in a community of teenagers participating in entertainment workshops designed to develop digital literacies. The main goal is to outline support strategies to generate digital literacy among young people who participate in social networks. We adopt an ethnographic and action research approach to explore the creative process undertaken in an informal educational environment. Methodologically, narrative reconstructions are combined with an analytical approach. The results obtained were three-fold: 1) Specific audiovisual content depends on the material and social context in which it was generated. 2) When multimodal discourses are used, their use is conditioned by the mobile applications that young people use and the need to integrate different modes. 3) The conversations and practices that take place in the workshop focus young people’s attention on creative and critical practices when using social networks such as Vine and Instagram.

Biografies de l'autor/a

Pilar Lacasa

Professor. Audiovisual Communication

Deprtment of Philology, Communication and Documentation

Sara Cortés

Profesora Contratada Doctora Interina

Referències

Boellstorff, T. (2012). Ethnography and virtual worlds : a handbook of method. Princeton: Princeton University Press. Buckingham, D. (2004). Educación en medios : alfabetización, aprendizaje y cultura contemporánea. Barcelona [etc]: Paidós. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, Massachusetts: MIT Press. Coll, C. (2015). La personalización del aprendizaje escolar El qué, el por qué y el cómo de un reto insoslayable. En J. M. Vilalta (Ed.), Reptes de l'educació a Catalunya. Anuari d'Educació 2015 (Vol. Fundació Jaume Bofill. (Traducción de Iris Merino), pp. http://bit.ly/2HO41CP): Barcelona: . Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research (4th ed.). Thousand Oaks, Calif. ; London: Sage Publications. Dominguez, S., & Hollstein, B. (2014). Mixed methods social networks research : design and applications. Cambridge: Cambridge University Press. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave macmillan. Gee, J. P. (2013). The anti-education era : creating smarter students through digital learning. New York, NY: The Palgrave McMillan. Gee, J. P. (2014). An introduction to discourse analysis : theory and method (Fourth edition. ed.). New York: Routledge. Guitart, M. E., & Mendiburu, J. M. S. I. V. (2017). Informationalism and informalization of learnings in 21st century. A qualitative study on meaningful learning experiences. Historia Social y de la Educación, 6(1), 1-25. Hartley, J. (2012). Digital futures for cultural and media studies. Malden: Wiley-Blackwell. Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2009). Confronting the ChaIIenges of Participatory Culture: Media Education for the 21 Century. MacArthur Foundation. Cambridge, MA: The MIT Press. Jenkins, H., Itō, M., & Boyd, D. (2015). Participatory culture in a networked era : a conversation on youth, learning, commerce, and politics. Cambridge, UK ; Malden, MA: Polity Press. Jewitt, C. (2008). The visual in learning and creativity: a review of the literature. A report for Creative Partnerships. London: Arts Council. Jones, R. H. (2012). Discourse and creativity (1st ed.). Harlow, England ; New York: Pearson Longman. Kemmis, S., McTaggart, R., & Nixon, R. (2014). Introducing Critical Participatory Action Research. En S. Kemmis, R. McTaggart, & R. Nixon (Eds.), The action research planner doing critical participatory action research (pp. 1-26). Singapore ; London: Springer. Kress, G. R. (2010). Multimodality : a social semiotic approach to contemporary communication. London ; New York: Routledge. Kress, G. R., & Van Leeuwen, T. (2001). Multimodal discourse : the modes and media of contemporary communication. London, New York: Arnold: Oxford University Press. Lacasa, P., de-la-Fuente, J., & Martín-Garrido, B. (Eds.). (2016). Youth Digital. Interactive Workshops. iBook http://apple.co/1RjtAsm. Madrid: iTunes: Apple Store (iBook). Lacasa, P., Rut Martinez-Borda, & Mendez, L. (2013). Media as Practice: Narrative and Conceptual Approach for Qualitative Data Analysis. Studies in Media and Communication. http://redfame.com/journal/index.php/smc/article/view/231, 1(1), 132-149. Margolis, E., & Pauwels, L. (2011). The SAGE handbook of visual research methods. Los Angeles: SAGE. Negus, K., & Pickering, M. (2004). Creativity, communication, and culture value. London ; Thousand Oaks, Calif.: SAGE. Penuel, W. R., & O'Connor, K. (2018). From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today. Theory into practice, 57(1), 64-71. doi:10.1080/00405841.2017.1411715 Pink, S. (2012). Advances in visual methodology. London ; Los Angeles: Sage Publications. Stanczak, G. C. (2007). Visual research methods : image, society, and representation. Thousand Oaks, Calif.: Sage Publications. Thurlow, C. (2012). Discourse Analysis and Languages and Linguistics. En R. H. Jones (Ed.), Discourse and creativity (1st ed., pp. 168-190). Harlow, England ; New York: Pearson Longman. van-Dijk, T. A. (1997). Discourse as interaction in society. En T. A. van-Dijk (Ed.), Discourse as social interactions. (El discurso como interacción social. Barcelona: Gedisa, 2000) (Vol. 2, pp. 1-37). London: Sage. van-Dijk, T. A. (2014). Discourse and knowledge:a sociocognitive approach. New York: Cambridge University Press.

Descàrregues

Publicades

2018-06-29

Número

Number 33, June 2018 - Monographic: Learning Across Settings and Time in the Digital Age

Secció

Articles monogràfics

Llicència

The authors who publish in this journal agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication.
  2. The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
  3. In order to mention the works, you must give credit to the authors and to this Journal.
  4. Digital Education Review, DER,  does not accept any responsibility for the points of view and statements made by the authors in their work.