This chapter aims to describe the implementation of an introductory cyberculture course in the French language and literature faculty curriculum (University of Athens, 2008). The main objective of this course was the education of today’s digital natives and future Netizens and the development of new media skills which should be seen as social skills and also include the traditional literacy. The syllabus contained an introduction to cyberspace, virtualisation and virtual communities (through MySpace), digital video and sound, digital effects, an insight into collective intelligence (through wikis), politics on the Net (by the examination of the phenomenon of hackers) and mainly the examination of digital storytelling through machinima. Machinima, a portmanteau of machine cinema or sometimes animation, is defined as ‘animated filmmaking within a real-time virtual 3-D environment’. It is a new medium where filmmaking, animation, and videogames converge. Students created collaboratively characters and stories, wrote scenarios using a wiki and then produced machinima films. This chapter will present concrete course projects. Based on current research on new media literacies, we propose that the creation of machinima films by students-prosumers is a form of participatory culture and an excellent way to develop new media skills.
The article revisits classical debates about the positive and negative relation of popular culture and socio-political developments with regard to the Arab world. Within the Frankfurt School and modern Cultural Studies at times contradictory approaches to the role of entertainment in political culture are being debated. In Islamic and Middle Eastern Studies rather positive readings of entertainments’ political potential seem to prevail. During the “Arab Spring” the impact of participatory values promoted by both popular culture and the new social media (“entertainment is political”) appeared to be actually tangible. The article discusses the dynamic relation of entertainment television and individualization on a theoretical and empirical level. On the basis of a large body of follow-up discourses of media reception (group discussions) with young Egyptians during the time of the “Arab Spring,” we ask whether contemporary television shows promote both individualization on a cognitive, affective and practical level of experience as well as the appreciation of individualization as a social value. We argue that popular culture reveals tendencies of differentiation and modernization in Arab societies, which are all too often described as “collectivistic.” The case study shows that critical faculty, media literacy and the appreciation of individual articulation can be triggered by entertainment. Moments of “ironic pleasure” and transitions of simulated empathy and stimulated action are discussed.
misinformation campaigns. While medialiteracy and critical medialiteracy are ideas we’ve both interacted with leading up to this point, including using activities in teaching K-12 students and in methods of teaching courses we’ve taught at our respective universities, the need for increased attention to these
We have described the theoretical trajectories and practical applications of the knowledge, skills, and conceptual understandings that constitute critical medialiteracy. For over a decade, we have argued that in our digitally networked media age, “critical medialiteracy is not an option, it is an
efforts to disproportionately target Black youth. This research explores the potential of hip-hop to teach alcohol-specific medialiteracy to youth populations. The first two sections briefly outline the alarming rates of alcohol consumption among Black youth and the historic role of hip-hop as a form of
The Drama of Reality Television: Lives of Youth in Liquid Modern Times, the author offers a glimpse into the lives, viewing habits, and opinions of today’s Generation Z. While reality television is quite often viewed as just a guilty pleasure, the conversations that the author had with young people show that reality television is a major pedagogical force in the lives of young viewers.
This is compounded by our current liquid modern time period; a time in which everything is fluid, there are no solid bonds and people are disposable. The author shares the incredible conversations that she had with seven honest, insightful pre-teenagers to give us a deeper understanding of the ways in which just a ‘guilty pleasure’ is working to deeply impact the lives of young people.
policy can be guided by democratic values of participatory citizenship, rather than acting as a means of promoting neo-liberal market values.
The book gathers fourteen articles and is divided into two parts: ‘MediaLiteracy: Importance and Challenges’ and ‘Young People and the Nordic Digital Media
personal gratification should not be detrimental to society or even democracy. Our students must be mindful of what it means to share information as a positive civic action. Mindful MediaLiteracy Recent research has revealed how difficult it is for students to discern fake news from what is factual, with
, and information oversaturation. Never before has independent critical medialiteracy education and the championing of independent journalism and “real news” been so vital. In this chapter, I will unpack our 21st century news and (dis)information culture by (1) defining “real news,” (2) classifying
Brill Guides to Scholarship in Education are short introductions to various fields in education for experts and novices. Though sophisticated in content, the style of these books will be less structured or restricted than existing guides taking a novel approach, they can be used as an educational tool in undergraduate and graduate courses as introductory texts.
Authors are cordially invited to submit proposals and/or full manuscripts by
e-mail to Assistant Editor Evelien van der Veer.