Questioning Assumptions and Exploring Realities
Currency depends on your shipping address
- New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2014. 258 pp., num. ill.
- About the editors
- About the book
- Advance praise for Community-Based Multiliteracies and Digital Media Projects
- This eBook can be cited
- Table of Contents
- Foreword: The Complicated Work of “Making the Familiar Strange” in Community-Based Literacies Research and Practice
- Thinking through Community
- Considering Geopolitical Discourses and Community-Based Multiliteracies and Digital Media Projects
- Tensions and Challenges in Community-Based Multiliteracies and Digital Media Work
- Overview of the Book
- Conclusion: Questioning Assumptions and Exploring Realities
- Responsibility to the Story; Responsibility to the Storyteller
- Case Study Number One: Consent and Its Limitations: Digital Storytelling with Foster Youth
- Case Study Number Two: The Right to Privacy versus the Right to Know: Supporting Storytellers in Making Choices about Representation
- Case Study Number Three—From Ethical Facilitation to Ethical Story Sharing: Digital Storytelling with Sonke Gender Justice
- Digital Storyteller’s Bill of Rights, Silence Speaks
- Status Matters
- Competing Agendas
- Thinking Structurally
- Patient Voices
- Breaking Down Barriers: What We Do and How We Do It
- Exploring Identities or Patients Are People Too
- No Longer Suffering in Silence
- Sharing Experiences: A Transformative Act?
- Passing Dragons
- Safety Within and Without
- Building Relationships, Embracing Identities
- What Have We Learned?
- The Allied Media Project’s Network Principles
- The Living Document: By Diana J Nucera
- Who We Are and How We Came to Be
- Challenge One: Grand Theft Rez?
- Interlude: The Mechanics
- Challenge Two: Anybody Wanna Dance?
- Challenge Three: You Wanna Do What with Doda’s Stories?
- Future Work
- Creating My Dream Job
- Learning by Doing
- A Collaborative Public History
- How the Experiments Played Out
- Lessons Learned
- Unresolved Dilemmas
- The Way Forward
- Intergenerational Inquiry as a Means of Learning from Teaching
- The Teaching to Learn Project
- The Limitations and Potentials of Reading in School
- “What teens are actually like”: Unlearning Assumptions about Adolescents
- “Where I’m From”: Critical Investigations of Identity
- Implications: Teaching to Learn
- Case Study: Finding Voice Project Work, 2007–2008
- Permeable Boundaries: Balancing Acts, Tensions, and Co-construction in the Finding Voice Project—A Dialogue
- “Do you think you’re a smart kid? Yes, I’m a smart kid...”
- “A Rising Tide Lifts All Boats:” Building Effective Collaborations Around the Beyond the Bricks Film
- Listening to the Boys Themselves: Challenges of Building a Program that Supports Black Males Where They Are
- Blurring the Lines between Beyond the Bricks and the Beyond the Bricks Non-Profit to Add the Stories
- Funding the Cause: The Challenges of Obtaining Consistent Funding for This Emerging Work
- Conclusion: Moving Onward
- The Salt of Life—Contexts of Struggle in Ada’s Songor Lagoon
- Joining the Literacies Discussions—Contributions from Ada
- Synergies Across Projects
- Getting Here
- A Note on Our Methodology: Identities and Roles within Community-Based Work
- Contributing Knowledge and Next Steps
- List of Contributors
- Series index
Chapter 7: Adventures in Community Media: Experiments, Findings, and Strategies for Change
← 136 | 137 → Chapter 7
Adventures in Community Media: Experiments, Findings, and Strategies for Change
jesikah maria ross
I picked up my first video camera in 1986 during my junior year of college. It was a portapak, a clunky configuration of equipment comprised of a huge video camera connected by a cable to a separate recording deck, all of which seemed to weigh just short of a ton. The weight didn’t bother me though; I was too excited by the training workshop I was in at the local public access television station. I could hardly believe that a television channel was offering the equipment and technical assistance I needed to learn how to document and broadcast issues that were important to me.
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