Title: Confronting the Challenges of Participatory Culture:
1Confronting the Challenges of Participatory
Culture Media Education in the 21st
Century Henry Jenkins, CMS, MIT
2If it were possible to define generally the
mission of education, it could be said that its
fundamental purpose is to ensure that all
students benefit from learning in ways that allow
them to participate fully in public, community,
and economic life." New London Group, A
Pedagogy of Multiliteracies"
3Ashley Richardson
4Heather Lawver
5Blake Ross
6Joshua Meeter
7- More than half of all American teens -- and 57
percent of teens who use the internet -- could be
considered media creators. - 33 percent of teens share what they create online
with others. - 22 percent have their own home pages.
- 19 percent blog and 19 percent remix content they
found on line.
8- Urban Kids (40 percent) are somewhat more likely
than the suburban (28 percent) or rural (38
percent) counterparts to be media creators. - Older Girls (27 percent) are more likely than
boys their age (17 percent) to be involved with
blogging or other social activities online.
9- Participatory
Culture Low barriers to artistic expression and
civic engagement - Strong support for creating and sharing what you
create with others - Some kind of informal mentorship
- Members feel that their contributions matter
- Some degree of social connection between members
10Affiliations
11Expressions
12Circulations
13Collaborative Problem Solving
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15 FROM THE DIGITAL DIVIDE TO...
- "Closing the digital divide will depend less on
technology and more onproviding the skills and
content that is most beneficial....Children who
have access to home computers demonstrate more
positive attitudes towards computers,show more
enthusiasm and report more enthusiasm and ease
when using computersthan those who do not." - -- Ellen Wartella (2000)
16THE PARTICIPATION GAP
- "No longer are children and young people only or
even mainly divided by thosewith or without
access, though 'access' is a moving target in
terms of speed,location, quality and support,
and inequalities in access do persist.Increasingl
y, children and young people are divided into
those for whom theinternet is an increasingly
rich, diverse, engaging and stimulating resource
ofgrowing importance in their lives and those
for whom it remains a narrow,unengaging, if
occasionally useful, resource of rather less
significance. -
-- Sonia Livingstone (2005)
17THE TRANSPARENCY PROBLEM
18THE ETHICS PROBLEM
19- How do we insure that every child has access to
the skills and experiences needed to become a
full participant in the social, cultural,
economic, and political future of our society? - How do we insure that every child has the ability
to articulate their understanding of the way that
media shapes our perceptions of the world around
us? - How do we insure that every child has been
socialized into the emerging ethical standards
which should shape their practices as media
makers and as participants within online
communities?
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22Members of a thinking community search,
inscribe, connect, consult, explore. . . not only
does the cosmopedia make available to the
collective intellect all of the pertinent
knowledge available to it at a given moment, but
it also serves as a sight of collective
discussion, negotiation, and development. . .
unanswered questions will create tension within
cosmopedic space, indicating regions where
invention and innovation are required.
-Pierre Levy
23WHAT DO STUDENTS NEED TO KNOW
- Traditional Print Literacy
- Research Skills
- Technical Skills
- Media Literacy
24Play -- the capacity to experiment with your
surroundings as a form of problem solving
25Simulation -- the ability to interpret and
construct dynamic models of real world processes
26Performance -- the ability to adopt alternative
identities for the purpose of improvization and
discovery.
27Appropriation -- the ability to meaningfully
sample and remix media content
28Multitasking -- the ability to scan one's
environment and shift focus onto salient details
on an ad hoc basis
29Distributed Cognition -- the ability to interact
meaningfully with tools which expand our mental
capacities.
30- Collective Intelligence -- the ability to pool
knowledge and compare notes with others towards a
common goal.
31Judgment -- the ability to evaluate the
reliability and credibility of different
information sources
32- Transmedia Navigation -- the ability to deal with
the flow of stories and information across
multiple modalities.
33Networking -- the ability to search for,
synthesize, and disseminate information.
34Negotiation -- the ability to travel across
diverse communities, discerning and respecting
multiple perspectives, and grasping and following
alternative sets of norms.
35- Increasingly, those who have the education,
skills, financial resources, and time required to
navigate the sea of cultural choice will gain
access to new cultural opportunities....They will
be the pro-ams who network with other serious
amateurs and find audiences for their work. They
will discover new forms of cultural expression
that engage their passions and help them forge
their own identities, and will be the curators of
their own expressive lives and the mavens who
enrich the lives of others.... - At the same time, those citizens who have fewer
resources -- less time, less money, and less
knowledge about how to navigate the cultural
system -- will increasingly rely on the cultural
fare offered to them by consolidated media and
entertainment conglomerates... - Finding it increasingly difficult to take
advantage of the pro-am revolution, such citizens
will be trapped on the wrong side of the cultural
divide. So technology and economic change are
conspiring to create a new cultural elite -- and
a new cultural underclass. It is not yet clear
what such a cultural divide portends what is
consequences will be for democracy, civility,
community, and quality of life. But the emerging
picture is deeply troubling. Can America prosper
if its citizens experience such different and
unequal cultural lives? - -- Steven J. Tepper and Bill Ivey (2006)
36- Exercises (E1) -- designed to refine and rehearse
preliminary literacy skills. - Exemplers (E2)-- designed to illustrate creative
processes and practices and provide a critical
vocabulary for the aesthetic evaluation of
media. - Expressions (E3) -- designed to allow kids to put
these skills into play through individual and
collaborative creative projects. - Ethics (E4) -- designed to encourage reflections
on the social contexts in which media is produced
and circulated, including a strong focus on the
ways individuals relate to larger communities and
the ability to make meaningful choices and weigh
their consequences.
37For More Information
- Henryjenkins.org (my blog)
- Project NML - http//www.projectnml.org
- Exemplar Library http//www.projectnml.org/exempla
rs
Confessions of an Aca/Fan The Official Weblog of
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