Media Practice and Education最新文献_第10页

Professional-amateur cooperation in reality-based TV productions: investigating TV professionals’ endeavours and tensions 实景电视制作中专业与业余的合作:调查电视专业人员的努力与紧张

Media Practice and Education Pub Date : 2021-02-25 DOI: 10.1080/25741136.2021.1891494

Tiina Rautkorpi

{"title":"Professional-amateur cooperation in reality-based TV productions: investigating TV professionals’ endeavours and tensions","authors":"Tiina Rautkorpi","doi":"10.1080/25741136.2021.1891494","DOIUrl":"https://doi.org/10.1080/25741136.2021.1891494","url":null,"abstract":"ABSTRACT Mainstream television increasingly launches productions which utilise volunteer narratives and presentations. This article focuses on TV professionals who were responsible for artistic content and expression in this kind of production: how they organised their communication and cooperation with amateur volunteers and how they reflected on their practices and aims in their creative work. The data was collected from three Finnish new-generation reality-based TV productions, targeting broad audiences and, at least implicitly, following the Nordic public service tradition. The study applied activity theory-based methodology in examining the motivated activity of TV professionals. According to the findings, the professionals in question eagerly adopted audiovisual means from documentary expression in creating attractive multivocal programmes, where the amateur presenters had access to suitable opportunities to address audiences. The TV professionals reported feeling curious about the views of their presenters and audiences, although they still took for granted their positions as strict gatekeepers of amateur selection, technology, and performance. For future reference, the article finds it possible to advance the reciprocal emancipatory learning of the production participants by deepening documentary practices and amateur participation, with co-productions used to enable real negotiations on meanings put forth by TV professionals and dedicated volunteers.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116246753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Content, changers, community and collaboration: expanding digital media literacy initiatives 内容、变革者、社区和协作:扩大数字媒体素养倡议

Media Practice and Education Pub Date : 2021-02-25 DOI: 10.1080/25741136.2021.1888192

Fiona Suwana

{"title":"Content, changers, community and collaboration: expanding digital media literacy initiatives","authors":"Fiona Suwana","doi":"10.1080/25741136.2021.1888192","DOIUrl":"https://doi.org/10.1080/25741136.2021.1888192","url":null,"abstract":"ABSTRACT\u0000 Digital media literacy (DML) is critical for everyone, everywhere, in the modern era to develop, as DML skills help internet users to be not only consumers of online information but also active digital citizens. This study therefore identifies ways of expanding existing DML initiatives in Indonesia, and elements needed to create a framework that will maintain a coherent national DML policy and support grassroots DML initiatives. It analyses interviews and focus group discussions with representative stakeholders such as academics, activists, members of civil society, government officials, professionals, students, and technologists to identify four elements needed for effective DML education in Indonesia: content, changers, community, and collaboration. The findings provide insight into these critical elements and argue that the process of developing young Indonesians’ DML skills will need to involve multiple stakeholders in an extensive collaboration with proactive policymakers. Local and national changers and various communities will need to collaborate to push forward policy on the national curriculum, making it clear that they and institutions are essential to expanding DML initiatives into a sustainable national program.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127244913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Beyond classroom-newsroom gap: why do Nigerian students study journalism in the age of convergence? 超越教室与新闻编辑室的差距:为什么尼日利亚学生在融合时代学习新闻学?

Media Practice and Education Pub Date : 2021-02-02 DOI: 10.1080/25741136.2021.1876513

N. Emmanuel, Nnanyelugo Okoro, Michael O. Ukonu

{"title":"Beyond classroom-newsroom gap: why do Nigerian students study journalism in the age of convergence?","authors":"N. Emmanuel, Nnanyelugo Okoro, Michael O. Ukonu","doi":"10.1080/25741136.2021.1876513","DOIUrl":"https://doi.org/10.1080/25741136.2021.1876513","url":null,"abstract":"ABSTRACT This study examines one of the most critical questions about journalism education by looking beyond the quandary between the classroom and the newsroom while dwelling on the career expectations and choices of journalism students in the era of convergence when newsroom jobs are shrinking globally and when amateurs are contending with professional journalists in terms of contents production and distribution. The study triangulated both quantitative data generated from a sample of 292 final year students and qualitative data generated from in-depth interviews of six students drawn from six universities across Nigeria. This study found that although students noticed some gaps between the classroom and newsroom, Nigerian journalism students still found classroom experience valuable as the knowledge and skills acquired therein, assisted them in the discharge of their professional responsibilities during internship. However, while findings from studies reveal palpable evidences of media convergence of varying degrees within the media ecology in the country, journalism students in the country still hold firmly to the traditional conceptualisation of journalism, which constricts journalism jobs to radio, television, newspaper and magazine, suggesting a manifest conflict between the idealistic perception of journalism students and what journalism in Nigeria currently portends.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115599499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The push and pull of digital skills in mass media curriculum 大众传媒课程中数字技能的推动和拉动

Media Practice and Education Pub Date : 2021-01-25 DOI: 10.1080/25741136.2021.1874599

Gretchen Macchiarella, E. Smith

引用次数: 1

Designing Alternate Reality Games for effective learning: a methodology for implementing multimodal persistent gaming in university education 为有效学习设计替代现实游戏:在大学教育中实施多模式持续游戏的方法

Media Practice and Education Pub Date : 2021-01-21 DOI: 10.1080/25741136.2020.1864179

Rowan Tulloch, H. Wolfenden, H. Sercombe

{"title":"Designing Alternate Reality Games for effective learning: a methodology for implementing multimodal persistent gaming in university education","authors":"Rowan Tulloch, H. Wolfenden, H. Sercombe","doi":"10.1080/25741136.2020.1864179","DOIUrl":"https://doi.org/10.1080/25741136.2020.1864179","url":null,"abstract":"ABSTRACT The Alternate Reality Game (ARG) is a relatively new form of gaming. Offering puzzles across a variety of media, ARGs require players to navigate digital and real worlds, form social connections, and demonstrate a wide variety of skills. This paper presents an Action Research approach to the use of ARGs in tertiary education contexts. Through two iterations of an Action Research cycle, the research identifies benefits in student engagement, attendance, attention to detail and connection with course materials. Through learning from the first cycle, a puzzle schema was developed for implementation in the second cycle. The first cycle also identified the need for a strong narrative structure for the game, and drew attention to a tension in the tradition of ontological ambiguity in ARGs: the ‘this is not a game’ fiction and the interpenetration of imaginary and real-world elements. Discarding this tradition in the second iteration, the research found significant advantages and no clear deficits in the clarification about the activity as a game. The research reaffirms the power of ARGs as a pedagogical tool, and offers a model of ARG implementation specifically designed for tertiary teaching environments.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115869609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Empowered learning: teaching the video essay in the secondary school environment 授权学习:在中学环境下的视频作文教学

Media Practice and Education Pub Date : 2021-01-02 DOI: 10.1080/25741136.2021.1844950

T. McKenzie

引用次数: 1

Do-it-yourself interactive documentary (i-doc): a post-textual analysis diy互动纪录片(i-doc):后文本分析

Media Practice and Education Pub Date : 2020-11-26 DOI: 10.1080/25741136.2020.1851951

Norman Zafra

{"title":"Do-it-yourself interactive documentary (i-doc): a post-textual analysis","authors":"Norman Zafra","doi":"10.1080/25741136.2020.1851951","DOIUrl":"https://doi.org/10.1080/25741136.2020.1851951","url":null,"abstract":"ABSTRACT The do-it-yourself (DIY) media culture on the internet is often attached to the power of ordinary users to produce, reproduce, and disseminate content in a decentralised communication platform. The same ethos of self-sufficiency facilitates the proliferation of new style and interactive documentaries designed by professional-amateurs and distributed mainly for the web. No longer the sole province of highly funded media experiments, the creation of interactive projects has been conceivable with the assistance of open source and off-the-shelf authoring software. The present case study investigates this trend by drawing on a post-textual analysis of the author’s independently produced and DIY interactive documentary (i-doc). Using a practitioner-researcher perspective, I explain the creative decisions involved in producing a political i-doc and interrogate how a website performs as a format of small-scale independent documentary project. I argue that the implication of DIY ethos on i-doc production is twofold: it reminds us to focus on functionality over beauty and prompts us to prioritise the story over interactivity. This article concludes on the potential of DIY ethos to fuel the production of citizen i-docs in the Global South.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133554330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

3 or 4 things I know about the audiovisual essay, or the pedagogical perils of constructive alignment 我知道的关于视听文章的三到四件事，或者建设性一致性的教学风险

Media Practice and Education Pub Date : 2020-11-13 DOI: 10.1080/25741136.2021.1832768

G. D'cruz

引用次数: 1

Lost and found: an avant-garde trajectory into the audiovisual essay 失物招领:进入视听散文的前卫轨迹

Media Practice and Education Pub Date : 2020-11-10 DOI: 10.1080/25741136.2021.1832769

D. de Bruyn

{"title":"Lost and found: an avant-garde trajectory into the audiovisual essay","authors":"D. de Bruyn","doi":"10.1080/25741136.2021.1832769","DOIUrl":"https://doi.org/10.1080/25741136.2021.1832769","url":null,"abstract":"ABSTRACT This article dissects the audiovisual essay Found Found Found (de Bruyn [2014]. “Found Found Found” NECSUS: Autumn, 2014. https://necsus-ejms.org/found-found-found/). Through a study of its formalist influences and strategies it is argued that it is possible to arrive at the audiovisual essay as a creative research methodology from a different practice trajectory. The originating point is the avant-garde split documented in Peter Wollen’s Two Avant-gardes (Wollen 1982 [1975]. “The two avant-gardes.” In Readings and Writings: Semiotic Counter Strategies, 92–114. London: Verso.), which articulated a formalist avant-garde, focusing on perceptual processes, as utopian in its extreme dismissal of the signified, as non-narrative and unreadable as political discourse. Vilém Flusser’s ‘technical image’ is enlisted to place such practice into a productive relationship with the audiovisual essay. This formalist cinema has already been re-read through the digital turn as producing forms of traumatic memory (de Bruyn [2014]. The Performance of Trauma in Moving Image Art. Newcastle Upon Tyne: Cambridge Scholars.) and performing the formalist methods of surveillance technology (de Bruyn 2014. “Structuralist Film and the Birth of Surveillance: The 2013 Alternativa Film/Video Festival.” Senses of Cinema 70 March 2014: http://sensesofcinema.com/2014/festival-reports/structuralist-film-and-the-birth-of-surveillance-the-2013-alternativa-filmvideo-festival/.).","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123949224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

MediaLab: video as a multi-valent tool for science teaching and learning 多媒体实验室:视频作为科学教学和学习的多价值工具

Media Practice and Education Pub Date : 2020-11-06 DOI: 10.1080/25741136.2021.1832766

M. Potter, K. Tuck, A. Robinson, Paul W. Richardson, Ann Grieve

{"title":"MediaLab: video as a multi-valent tool for science teaching and learning","authors":"M. Potter, K. Tuck, A. Robinson, Paul W. Richardson, Ann Grieve","doi":"10.1080/25741136.2021.1832766","DOIUrl":"https://doi.org/10.1080/25741136.2021.1832766","url":null,"abstract":"ABSTRACT In this article we examine the utility of video storytelling in the discipline of food chemistry in the development of media literacy for science graduates and as a radical approach to science teaching and learning where the production of a video is both a process and a product. The pedagogical programme aimed to integrate food chemistry and digital video technology using an iPhone. Students, in groups of four, prepared a four-minute video that demonstrated their knowledge of food chemistry either by preparation of a food item, or by visiting a local industry body and were charged with describing and videoing the food chemistry process they observed. As part of this programme students were taught videography skills by filmmakers and mentored by chemistry educators to ensure that the food chemistry described was comprehensive and accurate. This programme facilitated a learning environment in which students could construct, develop, learn, and consider their understanding through multiple sensory inputs. The programme fostered connections between research and education, allowed more personalised learning to develop, and permitted alternate assessment strategies.","PeriodicalId":206409,"journal":{"name":"Media Practice and Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124940537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1