Connecting Classrooms, Digital Media, and Popular Culture – Revised edition
Edited By Donna E. Alvermann
Chapter 8: Digital Media Literacy: Connecting Young People’s Identities, Creative Production, and Learning about Video Games
| 145 →
· 8 ·
DIGITAL MEDIA LITERACY
Connecting Young People’s Identities, Creative Production, and Learning about Video Games
The first week was overall exciting and boring. It was exciting when we started to design our game, coming up with ideas and playing, oh, I mean, ‘researching’ our games. But it was boring because there was too much theory involved.
—RBIMDXE, 15-YEAR-OLD STUDENT
This chapter outlines examples of classroom activities that aim to make connections between young people’s everyday experiences with video games and the formal high school curriculum. These classroom activities were developed within the emerging field of digital media literacy. Digital media literacy combines elements of ‘traditional’ approaches to media education with elements of technology and information education (Buckingham, 2007; Warschauer, 2006). It is an educational field that has gained significant attention in recent years. For example, digital media literacy has become a significant objective for media policy makers in response to the increased social and cultural roles of new media technologies and controversies associated with young people’s largely unregulated online participation. Media regulators, educational institutions and independent organisations1 in the United States, Canada, the United Kingdom and Australia have developed digital media literacy initiatives that aim to provide advice to parents, teachers and young people. ← 145 | 146 →
Advocacy for digital media literacy is also motivated by the seductive notion of the ‘digital generation’ that, it is claimed, has a natural affinity for...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.