DIGITAL MEDIA AND LEARNING CONFERENCE DIVERSIFYING PARTICIPATION

CALIT2 UNIVERSITY OF CALIFORNIA, SAN DIEGO FEBRUARY 18 – 20, 2010

CONFERENCE CHAIR Henry Jenkins

CONFERENCE COMMITTEE David Theo Goldberg Heather A. Horst Mizuko Ito Jabari Mahiri Holly Willis

The Digital Media and Learning Conference 2010 is the first of an annual event supported by the MacArthur Foundation and organized by the Digital Media and Learning Hub at University of California, Irvine. The conference is designed to be an inclusive, international and annual gathering of scholars and practitioners in the field, focused on fostering interdisciplinary and participatory dialog and linking theory, empirical study, policy, and practice.

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TABLE OF CONTENTS

Conference Theme: Diversifying Participation 3

Digital Media and Learning Conference Chair 4

Henry Jenkins 4

Keynote Speakers 5

S. Craig Watkins 5

Sonia Livingstone 6

Conference Schedule Overview 7

Conference Program 8

Thursday, February 18, 2010 8

Friday, February 19, 2010 9

Saturday, February 20, 2010 15

Conference Session Abstracts 21

Conference Information 59

Conference Venues 59

Wireless Internet 59

Shuttle Schedule 60

Map of Conference Area 61

UCSD Campus Map 62

Map of Conference Hotel Area and Local Restaurants 63

About the Digital Media and Learning Conference Logo:

The DML Conference 2010 logo image is a composite of "invaders" generated from the OS Code from the image InvaderFractal by Jared Tarbell (July 2003). To learn more about the original image, see http://levitated.net/daily/levInvaderFractal.html

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DIVERSIFYING PARTICIPATION

A growing body of research has identified how young people's digital media use is tied to basic social and cultural competencies needed for full participation in contemporary society. We continue to develop an understanding of the impact of these experiences on learning, civic engagement, professional development, and ethical comprehension of the digital world. Yet research has also suggested that young people's forms of participation with new media are incredibly diverse, and that risks, opportunities, and competencies are spread unevenly across the social and cultural landscape. Young people have differential access to online experiences, practices, and tools and this has a consequence in their developing sense of their own identities and their place in the world. In some cases, different forms of participation and access correspond with familiar cultural and social divides. In other cases, however, new media have introduced novel and unexpected kinds of social differences, subcultures, and identities.

It is far too simple to talk about this in terms of binaries such as "information haves and have nots" or "digital divides". There are many different kinds of obstacles to full participation, many different degrees of access to information, technologies, and online communities, and many different ways of processing those experiences. Participatory cultures surrounding digital media are characterized by a diversity that does not track automatically to high and low access or more or less sophisticated use. Rather, multiple forms of expertise, connoisseurship, identity, and practice are proliferating in online worlds, with complicated relationships to pre-existing categories such as socioeconomic status, gender, nationality, race, or ethnicity.

We encourage sessions that describe, document, and critically analyze different forms of participation and how they relate to various forms of social and cultural capital. We are interested in accounts of the challenges and obstacles which block or inhibit engagement to different forms of online participation. We also encourage session proposals that engage with successful intervention strategies and pedagogical processes enabling once marginalized groups to more fully exploit the opportunities for learning with digital media. Conversely, we are interested in hearing more about how marginal and subcultural communities find diverse uses of new and emerging technologies, pushing them in new directions and navigating a complicated relationship with "mainstream" forms of participation. Specifically, we seek to understand the following:

• What can research on more diverse communities contribute to our understanding of the learning ecologies surrounding new media? • What are the technologies, practices, economic, and cultural divides that lead to segregation, "gated" information communities, and differential access? • When and how do diversity and differentiation in participation promote social and cultural benefits and opportunities, and when do they create schisms that are less equitable or productive? • What strategies have proven successful at broadening opportunities for participation, overcoming the many different kinds of segregation or exclusion which impact the online world, and empowering more diverse presences throughout cyberspace? • Are there things occurring on the margins of the existing digital culture that might valuably be incorporated into more mainstream practices?

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Henry Jenkins Digital Media and Learning Conference Chair

Henry Jenkins joins USC from the Massachusetts Institute of Technology, where he was Peter de Florez Professor in the Humanities. He directed MIT’s Comparative Media Studies graduate degree program from 1993-2009, setting an innovative research agenda during a time of fundamental change in communication, journalism and entertainment.

As one of the first media scholars to chart the changing role of the audience in an environment of increasingly pervasive digital content, Jenkins has been at the forefront of understanding the effects of participatory media on society, politics and culture. His research gives key insights to the success of social-networking Web sites, networked computer games, online fan communities and other advocacy organizations, and emerging news media outlets. Jenkins is recognized as a leading thinker in the effort to redefine the role of journalism in the digital age. Through parallels drawn between the consumption of pop culture and the processing of news information, he and his fellow researchers have identified new methods to encourage citizen engagement. Jenkins launched the Center for Future Civic Media at MIT to further explore these parallels.

Jenkins has also played a central role in demonstrating the importance of new media technologies in educational settings. At MIT, he led a consortium of educators and business leaders promoting the educational benefits of computer games, and oversaw a research group working to help teach 21st century literacy skills to high school students through documentary videos. He also has worked closely with the John D. and Catherine T. MacArthur Foundation to shape a media literacy program designed to explore the effects of participatory media on young people, and reveal potential new pathways for education through emerging digital media.

His most recent book, Convergence Culture: Where Old and New Media Collide, is recognized as a hallmark of recent research on the subject of transmedia storytelling. His other published works reflect the wide range of his research interests, touching on democracy and new media, the “wow factor” of popular culture, science-fiction fan communities and the early history of film comedy.

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KEYNOTE SPEAKERS

S. Craig Watkins Living on the Digital Margins: How Black and Latino Youth are Remaking the Participation Gap

S. Craig Watkins has been researching young people's media behaviors for more than ten years. He teaches in the departments of Radio-Television- Film and Sociology and the Center for African and African American Studies at the University of Texas at Austin.

His new book, The Young and the Digital: What the Migration to Social Network Sites, Games, and Anytime, Anywhere Media Means for Our Future (Beacon 2009), is based on survey research, in-depth interviews, and fieldwork with teens, young twenty- somethings, teachers, parents, and technology advocates. While writing this book Craig fully immersed himself in what he calls the "digital trenches," to see up close how young people learn, play, bond, communicate, and engage in civic life in the digital age.

Craig has also explored the intersections between race, youth, hip hop, and digital media. This work, for example, considers the politics of music production and remix tapes, the rise of hip hop communities on line, and the influence of the hip hop lifestyle in black youth's use of social and mobile media.

Craig participated in the MacArthur Foundation Series on Youth, Digital Media and Learning. His work on this groundbreaking project focused on race, learning, and the growing culture of gaming. He has been invited to be a Research Fellow at the Center for Advanced Study in the Behavioral Sciences (Stanford).

Currently, Craig is launching a new digital media research initiative that focuses on the use and evolution of social media platforms. For updates on these and other projects visit theyoungandthedigital.com.

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Sonia Livingstone Youthful Participation – What have we learned, what shall we ask next?

Sonia Livingstone (BSc Psychology, UCL; DPhil Social Psychology, Oxford) is Professor of Social Psychology and Head of the Department of Media and Communications at the London School of Economics and Political Science. She is author or editor of fourteen books and many academic articles and chapters. Her research examines children, young people and the internet; social and family contexts and uses of ICT; media and digital literacies; the mediated public sphere; audience reception for diverse television genres; internet use and policy; public understanding of communications regulation; and research methods in media and communications.

Sonia Livingstone serves on Executive Board of the UK's Council for Child Internet Safety, for which she chairs the Expert Research Panel. She also serves on DCSF's Home Access Programme Advisory Group, Ofcom's Media Literacy Research Forum, the Board of the Voice of the Listener and Viewer and, until 2006, as Vice-Chair of the Internet Watch Foundation. At various times, she has advised Ofcom, Department for Children, Schools and Families, Home Office, Economic and Social Research Council, BBC and Higher Education Funding Council for England. She was President of the International Communication Association (2007-8) and continues to serve on ICA's Executive Committee.

Sonia Livingstone currently directs the research network, EU Kids Online II, for the EC’s Safer Internet Programme. Over the years, she has been awarded research funding from the Economic and Social Research Council, European Science Foundation, European Commission, European Parliament, British Telecom, the BBC, Ofcom, Independent Television Commission, Broadcasting Standards Commission, Advertising Association, ITVA, Leverhulme Trust, and Yorkshire/Tyne-Tees Television. She has held visiting professor positions at the Universities of Copenhagen, Stockholm, Bergen, Illinois, Milan, and Paris II, and is on the editorial board of several leading journals, including New Media and Society, The Communication Review, Journal of Communication, Journal of Broadcasting and Electronic Media, European Journal of Communication and Journal of Children and Media. Her recent books include Media Consumption and Public Engagement (with Nick Couldry and Tim Markham; Palgrave, 2007), The International Handbook of Children, Media and Culture (edited with Kirsten Drotner; Sage, 2008),New Media. Sage Benchmarks in Communication (Vols. 1-4, edited with Leah Lievrouw; Sage, 2009), Children and the Internet (Polity, 2009) and Kids Online (edited with Leslie Haddon, The Policy Press, in press).

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SCHEDULE OVERVIEW

Thursday, February 18th 5:00 pm Registration Opens 6:00 pm Welcome 6:30 pm Keynote I 7:30 pm Reception begins (8:30 pm Demos/Performances begin) 9:30 pm Reception ends

Friday, February 19th 7:00 am Registration Opens (a light buffet breakfast will be available) 8:00 am Session I 9:15 am Break 9:45 am Session II 11:00 am Break 11:30 am Session III 12:45 pm Lunch (On your own, see UCSD campus map) 2:00 pm Session IV 3:00 pm Break 3:45 pm Session V 5:00 pm Short Break 5:15 pm Plenary Session

Saturday, February 20th 7:00 am Registration Opens (a light buffet breakfast will be available) 8:00 am Session VI 9:15 am Break 9:45 am Session VII 11:00 am Break 11:30 am Session VIII 12:45 pm Lunch (on your own. see campus map) 2:00 pm Session IX 3:15 pm Break 3:45 pm Session X 5:00 pm Short Break 5:15pm Keynote II 6:15pm Closing Remarks

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CONFERENCE PROGRAM Thursday, February 18th, 2010

Time Location/Event

5:00pm Location: Location: Location:

Registration/Reception Area Auditorium Theater

Registration Opens

6:00pm Location: Location: Location:

Registration/Reception Area Auditorium/Theater (Overflow) Theater Welcome

David Theo Goldberg

Julia Stasch

Henry Jenkins

6:30pm Location: Location: Location:

Registration/Reception Area Auditorium/Theater (Overflow) Theater Opening Keynote Introduction

Henry Jenkins

Opening Keynote

"Living on the Digital Margins: How Black and Latino Youth are Remaking the Participation Gap"

S. Craig Watkins

7:30pm Location: Location: Location: Registration/Reception Area Theater Auditorium

Performances - 8:30pm Reception

Texterritory Sheron Wray Fleeta Siegel Ann Scott

eDance John Crawford Martin Gotfrit Lisa Naugle

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CONFERENCE PROGRAM Friday, February 19th, 2010

Time Location/Event

8:00am Location: Location: Location: Location: Location: Location:

Session I Auditorium Theater Room 5004 Room 4004 Room 5302 Room 6004 Symposium on Breaking EduMod Orality, Situating Exploring Virtual Worlds Boundaries with Pedagogy, and Interests: A Communities and at the Virtual Worlds Chair: New Media: Critical Look Tools that Support Intersection of in a Science Douglas How Children at Four Case Teen Media Race, Class Classroom and White Develop Self- Studies in Literacy and and Possibility a Teen Jail: Two Awareness and Digital Media Participation Case Studies Collective and Learning Chair: Participants: Consciousness Chair: Mark Marino Chairs: Douglas Chair: Marty Lane Cathy Arreguin White Chair: Lori Takeuchi Participants: Amira Fouad Yong Ming Antero Garcia Beth Coleman Kow Participants: Fox Harrell Moderator: Marty Lane Sneha Participants: Participants: Ingrid Erikson Gretchen Rinnert Veeragoudar Kelly Czarnecki Discussants: Ryan Rish Harrell Amira Fouad Stephen Antero Garcia Dave Parry Barry Joseph Franklin Greg Niemeyer Participants: Lisa Nakamura Elizabeth Lamar Hill Davida Herzl Christo Sims Wellman Amanda Dehanza Robert Torres Cathy Arreguin McDonald Rogers Lori Takeuchi Scott Ruston Becky Herr- Stephenson

9:15am Break

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9:45am Location: Location: Location: Location: Location: Location:

Session II Auditorium Theater Room 5004 Room 4004 Room 5302 Room 6004 The Worked Global “Troubling” Designing Sympathetic Setting Critical Example: Education and technology participatory and critical and Creative Invitational Learning and teens: spaces for looks at "kids Parameters for a Scholarship in Exploring the young people as game Cross-Disciplinary Service of an Chairs: relationships to create designers and / Platform Emerging Field Karen Hewitt between media and programmers" Research Agenda Katherine young gain new Chairs: Walraven people’s media literacy Chairs: Chair: Sasha Barab technologies, skills Jim Gee learning Colleen Vicki Callahan Valerie Shute Participants: spaces, and Chair: Macklin Karen Hewitt access to Michael Jill Denner Participants: Katherine academic Dezuanni James Discussant: Sasha Barab Walraven discourses Diamond Virginia Kuhn Barbara Davis Edwin Gragert James Gee Terry Godwaldt Chair: Participants: Participants: Melissa Gresalfi Sarah Lohnes Michael Karen Participants: Daniel Hickey Watulak Dezuanni Michaelson DJ Johnson Valerie Shute Andrés Monroy- Chris Matt Williams Robert Torres Hernandez Wisniewski Craig Dietrich Participants: Kai Kuikkaniemi Jill Denner Vicki Callahan Dana Wilber Jim Diamond Discussants: Lalitha Colleen Henry Jenkins Vasudevan Macklin Howard Sarah Lohnes John Sharp Gardner Watulak

11:00am Break

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11:30am Location: Location: Location: Location: Location: Location:

Session Auditorium Theater Room 5004 Room 4004 Room 5302 Room 6004

III In and Out of Data Storytellers, Youth Media: Youth, New Rules of the Box: Visualization for Storymakers Investigating a Media and engagement in Elementary K-12 Learning and Learning Means of Public participatory Rural, Urban by ARG Participation Participation cultures: and Minority and in negotiating Children’s Chair: Diversification International feedback, Engagement David Birchfield Chair: Contexts audiences and with Digital Stephen critique in online Media for Petrina Chair: communities Learning about Discussants: Lisa Tripp Chair: the World Allan Jeong HyeRyoung Mina Johnson Discussants: Ok Chair: Barry Joseph Stephen Participants: Dan Perkel Chair: David Tinapple Petrina Lisa Tripp Renee Hobbs Katie Salen Mela Kocher JoEllen Discussant: James Gee Ken Eklund Fisherkeller Eric Baumer Participants: PJ Rusnak Sophia Mansori Participants: Dan Perkel Participants: Ethan van Thillo Cara Wallis Lyndsay Grant Lori Takeuchi Kathleen Tyner Rose Yee Becky Herr- Joy Pierce Hing Liang Stephenson Henry Cohn- Katherine Kurt Luther Geltner Walraven John Landis Merlyna Lim Jeff Share HyeRyoung Renee Hobbs Ok

12:45pm Lunch (on your own)

Demos for Experimental Game Lab at Calit2 (Meet at Elevators, Sign up sheet will be at the registration desk)

Sheldon Brown, Director of CRCA, Erik Hill, Daniel Tracy, Kristen Kho, Robert Twomey, Chris Head, Micha Cardenas, and Todd Margolis

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2:00pm Location: Location: Location: Location: Location: Location:

Session Auditorium Theater Room 5004 Room 4004 Room 5302 Room 6004

IV Reaching Fair Use: Meeting of Futures- From Fan Programming Diverse Student Perspectives on Minds: Cross- focused Activism to and Pluralism: Populations in Copyright and Generational perspectives Political Diversifying Embedded Fair Use for Dialogue on on learning Activism: Participation in Ubiquitous Digital Learning the Ethics of and Participatory Computational Educational Digital Life participation in Democracy Creation Environments new media around Popular Chair: ecologies Media Affinity Chair: Jason Schultz Chair: Groups Chair: Meg Cramer Katie Davis Karen Brennan Participants: Chair: Participants: Patricia Participants: Sue Cranmer Chair: Tom Moher Aufderheide Rik Sangita Facilitators: Roy Pea Jason Schultz Panganiban Discussant: Shresthova Karen Brennan Walt Scacchi Renee Hobbs Shira Lee Sonia Mitchel Resnick Kelly Wilson Steve Anderson Katz Livingstone Shaundra Daily Katie Davis Participants: Moderator: Participants: Anna van Gillian Hayes Ben Williamson Someren Lyndsay Grant Clement Chau Mary Ulicsak Lana Schwartz Sue Cranmer Ray Vichot Benjamin Stokes Ritesh Mehta Lori Kido Lopez M. Flourish Klink Kevin Driscoll Ray Vichot Joshua McVeigh-Schultz Melissa Brough

3:15pm Break

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3:45pm Location: Location: Location: Location: Location: Location:

Session Auditorium Theater Room 5004 Room 4004 Room 5302 Room 6004

V New Media, Last Bastions: Inspiring Uses Participatory Computational Mad Skills: Popular The Promise of Digital Cultures: From Textiles as New Making New Culture, and and Problems Media in Wikipedia to Media Texts: Media Literacy Pedagogy in of Digital Museums and Vidding Digital Media practices Urban Literacy Learning in Libraries: A Learning in accessible to Education Higher Creative Chairs: Youth and DIY educators and Education Inventory and Louisa Stein Communities students alike Chair: Collaborative Korina Jocson Chair: Analysis Participants: Chair: Chair: Francesca Kylie Peppler Erin Reilly Participants: Elizabeth Losh Chair: Coppa Ernest Morrell Anne Balsamo Julie Levin Workshop Veronica Russo Tisha Leaders: Participants: Garcia Participants: Group Turk Leah Buechley Barry Joseph Korina Jocson Elizabeth Losh Facilitators: Alexis Lothian Mike Eisenberg Erin Reilly Lev Manovich Susana Melanie Flourish Klink Todd Presner Bautista Kohnen Participants: Diane Harley Maura Andrew Kylie Peppler Holly Willis Klosterman Famiglietti Yasmin Kafai Cara Wallis Louisa Stein Nichole Pinkard Alan Gershenfeld Heidi Schelhowe

5:00pm Short Break

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5:15pm Location:

Auditorium/Theater (Overflow) INVITED SESSION:

Digital Media and Learning: The State of the Field

Chair: Heather Horst

Discussion Moderator: Mimi Ito

Participants: Brigid Barron Lynn Schofield Clark Eszter Hargittai Joe Kahne Kevin Leander Amanda Lenhart

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CONFERENCE PROGRAM Saturday, February 20th, 2010

Time Location/Event

8:00am Location: Location: Location: Location: Location: Location:

Session VI Auditorium Theater Room 3004 Room 4004 5th Floor SW Room 5004 Digital Media Youth Media Expertise and Investigating Global Social Media Production and Production in Digital Multiple Perspectives on Capital - Listening Social Change Urban Settings Media: Three Channels For Learning: Brazil to Youth: Using Approaches Participation and Singapore Youth-produced Chairs: Chairs: in Online Media to Sasha Brigid Barron Chair: Gaming Chairs: Understand Costanza- Richard Beach Robb Communities Hernani Community Chock Alia Carter Lindgren Dimantas Conditions that Alice Mello Chair: Kenneth Lim Influence Change Elisabeth Participants: Participants: Hayes Chair: Participants: Shaundra Daily Kelly Page Participants: Kindra Adam Perez Alia Carter Rudy Drica Guzzi Montgomery- Claire Villard Julian Daily McDaniel Participants: Ricardo Block Sylvia Ly Cynthia Lewis Robb Elisabeth Kobashi Amanda Richard Beach Lindgren Hayes Cacau Freire Ashley Jessie Dockter Sean Duncan David Hung Presenters: Katie Camarda Cassie Scharber Alice Robison David Huang Patsy Eubanks Meghan Amanda Perry Shree Durga Kenneth Lim Owens Stettler Nichole Pinkard Amanda Perry Alice Mello Kim Gomez Alyssa Nelson Karen Maryanna Julia Vargas Michaelson Rogers Ethan van Thillo Amber Levinson Brigid Barron Kimberley Austin Daniel Stringer Jolie Matthews Veronique Mertyl Caitlin Martin

9:15am Break

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9:45am Location: Location: Location: Location: Location: Location:

Session Auditorium Theater Room 3004 Room 4004 5th Floor SW Room 5004

VII INVITED Youth Media Engaging Diversifying The mangle of Building A SESSION: and the Digital Diverse Mobiles: play: Game Multilingual Web: The Laboratory Afterlife Learners in Participatory challenges and Using New Media of Comparative Community- Learnings player to Remove Human Chair: based New workarounds Linguistic Barriers Cognition: The Elisabeth Soep Media Art Chair: to Online use of new Programs Richard Scullin Chair: Participation technologies in and Centers Mark Chen the Participants: Chair: organization Elisabeth Soep Chair: Participants: Laura Welcher of learning in David Pescovitz Juan Carlos Derek Lomas Participants: culturally Nishat Kurwa Castro Eric Klopfer Moses diverse Brandon Richard Scullin Wolfenstein Participants: afterschool McFarland Jared Ben DeVane Michael Smolens community Nico Pitney Discussant: Lamenzo Sara M. Grimes Jason Price centers Ching-Chiu Colleen Sarah E. Walter Bryan Campen Lin Macklin Mark Chen Chair: Michael Cole Participants: Kit Grauer Participants: Sandra Rachel Cody Weber Pfister Leanne Levy Robert Lecusay Althea Nixon Ivan Rosero Tamara Powell Jennifer Ryan Mike Cole

11:00am Break

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11:30am Location: Location: Location: Location: Location: Location:

Session Auditorium Theater Room 3004 Room 4004 5th Floor SW Room 5004

VIII Nerdfighters, Laptops and K- Queer The Promises Participatory Cross-cultural Little Sisters, 12 Education in You(th) Tube and Problems Learning in Collaboration Future Souls the US: of the School: Square Facilitated by and Other Diversifying Chair: University as a Peg in Round Digital Creations Diverse Participation Jonathan New Digital Hole? Ecologies of Alexander Landscape Chair: Virtual Chairs: Chair: Patricia Diaz Participation Sheila Cotton Chairs: James Bosco and Learning Mark Participants: Zoe Corwin Warschauer Jonathan Don Waisanen Participants: Participants: Chair: Alexander James Bosco Freedom Reign Jabari Mahiri Elizabeth Milton Chen Tamarind King Participants: Losh Discussant: Erin Reilly Nancy Douyon Nichole Pinkard Alexandra William Tierney Margaret Presenter: Brigid Barron Juhasz Weigel Emily Kim Gerald Ardito Brooklyn Julian Daily Participants: Williams Shaundra Daily Don Waisanen Daniel Gray- Brady Quirk- Jean Sandlin Kontar Garvan Jose Marichal Maryanne Berry Shelia Cotton Russell Jeremy Brett Timothy Hale Stockard LaToya O'Neal Tracy Fullerton William Zoe Corwin Anderson Victor Garcia Casey Borch Betty Nelson Michael Howell- Moroney Mark Warschauer

12:45pm Lunch (on your own)

Performance: 1:15pm

Texterritory Sheron Wray Fleeta Siegel Ann Scott

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2:00pm Location: Location: Location: Location: Location: Location:

Session IX Auditorium Theater Room 3004 Room 4004 5th Floor SW Room 5004 How Race, Parallel Ensuring A Youth Identity, culture Virtual Ethnicity and Processes, excellence Perspective: and agency in Collaborative Class Shape Diverse and equity in Creativity, (the design of) Environments for Digital Media Engagements: A the design Consciousnes digital media Cultural Heritage Practices and Workshop on and s, and and learning Activism, Part I Youth, Digital implementati Community Chair: Education Tools on of new Culture Chair: Maurizio Forte Chairs: and Ethics media Ben DeVane danah boyd literacy Chair: Heather Horst Chairs: curricula Gail Breslow Participants: Brendesha John Fenn Participants: Ruzena Bajcsi Tynes Brian Goldfarb Chair: Ben DeVane Nicolo' Dell'Unto Sam Gilbert Moderator: Ivan Alex Paola Di Gail Breslow Games Guiseppantonio Discussion Participants: Erica Halverson Di Franco Moderator: Alexandra Discussants Participants: Reed Stevens Maurizio Forte David Theo Juhasz Sam Gilbert Nancy Elisabeth Fabrizio Galeazzi Goldberg Brian Goldfarb Katie Davis Douyon Hayes Chris Johanson Lauren Berliner Justin Reich Tamarind King David Kirsch Andrew Rice Freedom Nicola Lercari Participants: Wayne Yang Reign Thomas Levy Alexandrina John Fenn Jose Ibarra Susan Schreiban Agloro Lori Hager Anthony Heather Horst Scott Huette Noble Katynka Dante Tatum Martinez Gail Breslow Lisa Nakamura

3:15pm Break

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3:45pm Location: Location: Location: Location: Location: Location:

Session X Auditorium Theater Room 3004 Room 4004 5th Floor SW Room 5004 How Race, Cultivating Digital Media Learning Reconfiguring Digital Media and Ethnicity and Creativity and and Learning Networks: Productive the Ethics of Class Shape Criticality in as a Post- New York City Media Use: Young People's Digital Media Schools and Academic and Chicago Urban Renewal, Identity Practices and After-School Field Internet Policy Construction Activism, Part II Programs with Chairs: and Being on Scratch Chair: Cory Garfin the Move in Chair: Chairs: Alexander Diana Rhoten China Sharon Chappell danah boyd Chair: Halavais Heather Horst Yasmin Kafai Chairs: Brendesha Participants: Paul Dourish Participants: Tynes Discussants: Colleen Silvia Lindtner Sharon Chappell Participants: Kathleen Macklin Drew Chappell Kylie Peppler Fitzpatrick Steve Gano Discussant: Amy Jensen Discussion Mitchel Resnick Alex Pang Caroline Nicolai Volland Eve Tulbert Moderator: Deborah Fields Jeremy Payson Stephani David Theo Alicia Hunsinger Chris Woodson Goldberg Diazgranados David Parry Lawrence Participants: James Cory Garfin Jing Ge Crenshaw Drew Silvia Participants: Karen Brennan Davidson Lindtner danah boyd Nina Parks Nichole Elisa Oreglia Ilana Gerson Pinkard Jack Qiu H. Erin Lee Amy Tricia Wang Brendesha Eshleman Tynes Michael Lewis S. Craig Harmon Watkins Pollock Eun Jung Lee

5:00pm Short Break

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5:15pm Location:

Auditorium/Theater (Overflow)

Closing Keynote Introduction

Henry Jenkins

Closing Keynote "Youthful Participation - what have we learned, what shall we ask next?"

Sonia Livingstone

6:15pm Location:

Auditorium/Theater (Overflow)

Closing Remarks

Henry Jenkins

6:30pm Location:

Auditorium/Theater (Overflow)

Conference Ends

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SESSION ABSTRACTS

THURSDAY, FEBRUARY 18TH

PERFORMANCES AND DEMOS – 8:30 PM – 9:30 PM

PERFORMANCE: Texterritory - Enabling Direct Impact through Thumbing Technology (EDITT)

Location: Theater

Chair: Sheron Wray (University of California, Irvine)

Participants: Sheron Wray (University of California, Irvine), Fleeta Siegel (Kingston University) Anna Scott (University of California, Riverside).

In his novel, The Diamond Age, Neal Stephenson envisioned a world of computational immersion, with humans serving as processor hosts, or reactors. Though optimized wetware is still simplistic (implanted RFID), we are in the midst of this fact: humans are interactive data sets that are at once searchable and computational via the cell phone. One of the drawbacks, which programmers the world over have been immersed in solving for the last 3 yrs, is the tendency for phone culture to “extract” a data set from any given equation/situation; that is, people using cell phones tend to fall out of social interaction, rather than become more deeply immersed in it. Communication via cell phone has traditionally been a very isolating and intrusive experience within social settings. Texterritory is a live performance platform enabled by user-generated content. Its cell phone enabled anonymity furthers its user value and intergenerational purpose. This demo performance will provide the audience an opportunity to experience a cell phone as a communal, socially-connective computational device through an innovative theater technique designed by Sheron Wray and Fleeta Siegel. Currently they are working on a work Grace in Africa. A multidisciplinary group of programmers, theorists, educationalists and arts practitioners will explore the practical development and impact of Texterritory, an 'interactive' cell phone tool that enables audiences to collaborate in the unfolding of a live event within a game-like format enabled via SMS. Within the DML conference Texterritory participants and presenters will co-create the event live, in real time.

DEMO: eDance Network – Telepresence Demo & Performance

Location: Theater

Chair: John Crawford (University of California, Irvine)

Participants: Martin Gotfrit (University of California, Irvine), Lisa Naugle (University of California, Irvine)

Current interactive digital media practice is demonstrated and discussed in the context of eDance, an experiential public art project that combines live video and music with

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dance to create a responsive, participatory environment for movement exploration. Current interactive digital media practice is demonstrated in the context of eDance, an experiential public art project that combines live video and music with dance to create a responsive, participatory environment for movement exploration. In this demo and performance, DML Conference participants will have the opportunity to interact with the eDance system over a telepresence connection linking the conference site at UC San Diego with the eMedia Studio at UC Irvine over the Calit2 high-performance network. With two dedicated 1 Gbps links connecting the Calit2 buildings at UCI and UCSD, this optical network eliminates the network jitter (variable latency) and low bandwidth of the traditional shared Internet, enabling tightly coupled multi-site digital media arts research. The eDance project is creating a series of dance/media kiosks installed in various community locations. Participants entering the kiosks view and interact with a series of pre-recorded “demo dance” sequences, then record themselves dancing along. The newly recorded clips are stored by the system, and subsequently played back in a “dance montage” selected from the clips recorded by eDance, creating a continually growing and ever-changing visual representation of the movement contributions of participants. The motivation for eDance is to create a welcoming environment for diverse participants to engage in a physical dialogue linking people between different places and across different times through embodied media interaction. The presenters are the creators of eDance: an interactive media artist, an interactive composer, and a choreographer/dancer with a strong background in digital media for performance.

FRIDAY, FEBRUARY 19, 2010

SESSION I – 8:00AM

Symposium on Virtual Worlds at the Intersection of Race, Class and Possibility

Location: Auditorium

Chair: Mark Marino (University of Southern California)

Participants: Beth Coleman (MIT), Fox Harrell (Georgia Tech University), Sneha Veeragoudar Harrell (University of California, Berkeley), Dave Parry (University of Texas, Dallas), Lisa Nakamura (University of Illinois, Urbana-Champaign)

This symposium explores the challenges of diversifying the digital utopias of virtual worlds, spaces resplendent with transformative potential but always at risk of reproducing contemporary structural inequities tied to race/ethnicity, gender, and SES. Virtual Worlds, in games and social spaces, are unique online forums because they require visual representations of selves for entry, customizable bodies that seemingly should not matter. In this symposium we will approach virtual worlds from three overlapping perspectives: the reproduction of stigmatizing norms in the virtual space, the imbrication of labor and play in the midst of globalization, and the possibility for transformation through increased literacies in the digital tools of creation. We explore the technology of race and the persistence of class and the manner in which both are operationalized in such spaces as Second Life and World of Warcraft. The symposium brings together critics performing critical readings of these spaces with educators who have attempted critical interventions by bringing literacy out to formerly excluded groups as in Sneha Harrell's Fractal Village. It will begin with short presentations from the members, describing their

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particular work, followed by an extensive round-table discussion moderated by panel chair Mark Marino.

Breaking Boundaries with Virtual Worlds in a Science Classroom and a Teen Jail: Two Case Studies

Location: Theater

Chairs: Cathy Arreguin (San Diego State University) and Amira Fouad (Global Kids, Inc.)

Participants: Kelly Czarnecki (Global Kids, Inc.), Amira Fouad (Global Kids, Inc.), Barry Joseph (Global Kids, Inc.), Elizabeth Wellman (Global Kids, Inc.), Cathy Arreguin (San Diego State University)

In 2008-2009, Global Kids delivered two programs using virtual worlds reaching two diverse underserved youth populations: a ninth grade science class in Brooklyn and incarcerated youth in North Carolina. Whether learning about global ecology or developing a project for creating a better community, both programs broke down walls separating youth from their community, the world, and, at times, each other. This roundtable discussion will explore the opportunities and challenges across access and participation when working with incarcerated and urban youth. We will investigate how school-based and institutional educational programs using new media can afford underserved youth populations new opportunities to leverage their learning from other spheres and past experiences. In addition, we will spend some time looking at the most recent program with incarcerated youth, sharing the early findings from the new Edge Project, exploring where institutions bring cutting-edge digital media into their programs and are challenged to work on the edge of their comfort level. The roundtable is interested in not only the challenges and obstacles which inhibit engagement for marginalized youth populations, but also new opportunities for media tools to play a role in restoring a sense of agency and empowerment for traditionally underserved youth.

EduMod

Location: Room 5004

Chair: Douglas White (University of California, Irvine)

Participants: Douglas White (University of California, Irvine), Yong Ming Kow (University of California, Irvine)

Discussants: Stephen Franklin (University of California, Irvine), Lamar Hill (University of California, Irvine), Amanda McDonald (University of California, Irvine)

Modding is participatory modification of software. Millions of youth participate internationally modding the gaming world while learning programming. EduMod is the use of modding in education. This full session combines (1) a bit of slow motion pecha kucha (20 slides in 2 minutes), (2) a demo of EduMod at work in a UCI classroom where the focus of a culturally diverse group of students is on the study of cultural diversity in world societies (3) reports by a UCI student participant (possibly 2) in the first of these experiments (4) a report by a UCI ICS graduate student on Modding as a cultural process in the gaming industry (5) reactions by a UCI NACS staff person on open access education with modding in EduMod (6) overview by an early faculty participant in the

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funding of the cultural diversity database used in the EduMod experiment. Formats include pecha-kucha, 20 minute presentations, powerpoints, EduMod wiki presentations, commentaries, round table discussions, audience question and answer, overview and summary by the organizer.

Orality, Pedagogy, and New Media: How Children Develop Self-Awareness and Collective Consciousness

Location: Room 4004

Chair: Antero Garcia (University of California, Los Angeles)

Participants: Antero Garcia (University of California, Los Angeles), Greg Niemeyer (University of California, Berkeley), Davida Herzl (Aclima), Dehanza Rogers (Cal State Northridge), Scott Ruston (Arizona State University, Hugh Downs School of Human Communication)

An analysis of the convergence of orality, pedagogy, and new media, this session looks at how new technologies are still rooted in oral culture and the implications of this distinction on pedagogy. Presenters will discuss and provide interactive opportunities around ways these themes tie into game play, literacy development, data aggregation, and DIY filmmaking. Alternate reality environmental game, the Black Cloud, will anchor part of this presentation and allow real-time prediction and aggregation opportunities for participants. Similarly, session participants will engage in cell-phone literacy demonstrations, help author a FlipCam documentary, and engage in traditional dialogue. Further, presenters will examine the role of radical transparency and collective eco-intelligence as they disrupt existing measuring systems. As social media proliferates and cell phones continue to overcome barriers within classrooms and informal learning environments, the role of orality within education continues to be disregarded. Reexamining new media’s emphasis of an oral culture through text messages, status updates, and twitter feeds, this interactive symposium provides analysis of orality as it plays out in gaming, cell phone applications in a high school context, data aggregation, and the role of documentary filmmaking. Looking into the connections between John Dewey and Walter Ong, this symposium and its interactive dialogue help guide practitioners and researchers towards expanded media and pedagogical opportunities through orality.

Situating Interests: A Critical Look at Four Case Studies in Digital Media and Learning

Location: Room 5302

Chair: Lori Takeuchi (Joan Ganz Cooney Center at Sesame Workshop)

Moderator: Ingrid Erikson (Social Science Research Council)

Participants: Christo Sims (University of California, Berkeley), Robert Torres (New York University/Quest to Learn), Lori Takeuchi (Joan Ganz Cooney Center at Sesame Workshop), Becky Herr-Stephenson (University of California, Irvine)

The digital media and learning community has always taken a strong interest in understanding and promoting interest-driven youth practices and the design of mediated environments that foster extended engagement. Less often, however, have

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we taken a critical stance to interrogate which interests and types of engagement we implicitly favor. To address this gap in our thinking, this workshop investigates some of the assumed values of our emergent field, particularly as they relate to class, race, gender, and other markers of social difference. The workshop will be structured around four empirical presentations. We will spend 20 minutes on each, focusing on a single piece of data from the field (e.g., a video clip, story from the field, memo, pages from a transcript) as a means of eliciting conversation around these issues. The session will conclude with a final discussion to draw key points together. Christo Sims (UC Berkeley), Lori Takeuchi (Sesame Workshop), Robert Torres (Quest to Learn), and Becky Herr- Stephenson (UC Irvine) will share data, and Ingrid Erickson (SSRC) will moderate. A key outcome of the workshop is to identify a community of researchers with interests in critical approaches and to motivate future research in this area.

Exploring Communities and Tools that Support Teen Media Literacy and Participation

Location: Room 6004

Chair: Marty Lane (Kent State University)

Participants: Marty Lane (Kent State University), Gretchen Rinnert (Kent State University), Ryan Rish (Ohio State University)

This panel will showcase communities and tools that support media literacy, participation, collaboration and authorship. Ideas, demonstrations, and speculative concepts are based on empirical research and research studies. “Teen Independent Learning Online: Visual Literacy Tools for Assessing Credibility” explores how teens understand the visual language that they may encounter online. The goal of the speculative online tool is to explore the question: How can the design of online interfaces encourage students to analyze, interpret and judge the credibility of visual language? “Educational Participatory Communities: Interactive Video Tools that Inspire Active Learning” explores opportunities for communities, interfaces and interactions within an educational environment. This online community was designed to explore the question: How can the design of an interactive video system enable learning-resistant, female students to collaborate with their peers through active learning and participation? “Building Fantasy Worlds: Adolescents’ Collaborative Composition Mediated by Digital Tools” presents a nexus analysis of three adolescents working on the Building Worlds Project, in which they compose fantasy geographies, characters, creatures, narratives, histories, and multimodal designs. This ethnographic study maps the trajectories of participants and places, mediational means and discourses which constitute collaborative composing events.

SESSION II – 9:45AM

The Worked Example: Invitational Scholarship in Service of an Emerging Field

Location: Auditorium

Chair: Sasha Barab (Indiana University), James Gee (Arizona State University) and Valerie Shute (Florida State University)

Participants: Sasha Barab (Indiana University), James Gee (Arizona State University) Melissa Gresalfi (Indiana University), Daniel Hickey (Indiana University), Robert Torres

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(Quest to Learn), Barbara Davis (Florida State University), Valerie Shute (Florida State University)

Discussants: Henry Jenkins (University of Southern California), Howard Gardner (Harvard University)

In this presentation, Barab, Dodge, and Gee will begin with a theoretical articulation of the worked example as a form of invitational scholarship that provides new media scholars, in particular, an important outlet for their work. A worked example leverages purposively-selected instances and multiple modes of discourse (e.g., videos, pictures, expositions, games, quotes, etc.) to establish an invitation, in response to which readers can engage theoretical claims along with contextual particulars that reflexively illuminate a class of phenomenon. The presentation both serves as a contextual instantiation of a theoretical conjecture and, by scaffolding discussion among peers around the example, invites verification or refutation of the conjecture. It is in the working of the example that the design affords the likelihood of a particular resonance, illuminating the designer-intended conjectures, while simultaneously allowing for further discovery. And it is in this way that we regard worked examples as offering a scholarship not of exposition but of invitation. Beyond the theoretical articulation and the grounding of this discussion in actual examples, we will also invite our colleagues (Jenkins, Gardner, Gresalfi, Hickey) to comment on their experiences in publishing or participating in the discussion of a published worked example (see http://ijlm.net/knowinganddoing/10.1162/ijlm.2009.0023).

Global Education and Learning

Location: Theater

Chairs: Karen Hewitt (University of Illinois, Urbana-Champaign), Katherine Walraven (TakingITGlobal)

Participants: Karen Hewitt (University of Illinois, Urbana-Champaign), Katherine Walraven (TakingITGlobal), Ed Gragert (iEARN USA), Terry Godwaldt (Edmonton Public School Board)

How can digital media and e-learning contribute to global citizenship amongst youth? This session answers this question by exploring four organizations specializing in technology-driven global education: 1. TakingITGlobal (TIG), the world’s largest and most popular online community for young leaders; 2. The International Education and Resource Network (iEARN), a global network of teachers and youth utilizing technology to facilitate project-based learning; 3. The Centre for Global Education (TCGE), an initiative of the Edmonton Public School Board (Alberta, Canada), which facilitates education programs for over 10,000 students each year from every corner of the planet; and 4. The Centre for Global Studies, a national resource centre at the University of Illinois that enables teachers and students to work with digital media providers, such as those listed above, which focus on international peer-to-peer learning, facilitate the exchange of information about global issues, and influence pedagogical approaches applied in the classroom. Organizations such TIG, iEARN and TCGE enable teachers and students around the world to experience international collaboration and social networking on contemporary global problems. This session will provide demonstrations of the tools and resources available to educators and students and discuss how to facilitate access to these organizations.

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“Troubling” Technology and Teens: Exploring the Relationships Between Young People’s Technologies, Learning Spaces, and Access to Academic Discourses

Location: Room 5004

Chair: Sarah Lohnes Watulak (Towson University)

Participants: Dana Wilber (Montclair State University), Lalitha Vasudevan (Teachers College, Columbia University), Sarah Lohnes Watulak (Towson University)

For many young people, technologies afford the possibility of new spaces of participation, the authoring of new selves, and access to new/different forms of social capital. For others, technology can pose a barrier to the uptake of dominant practices. Our 75-minute session includes three, 15-minute presentations, and 30 minutes of audience discussion. From qualitative perspectives, we explore the complex roles that technologies play in young people’s access to dominant practices in various learning spaces. The first presentation illuminates how blogging and digital storytelling in a summer reading program introduced first-year developmental reading students to the academic literacy practices of the university, including the acquisition of identities as members of the academic community. The second presentation shares a case study of a middle school dropout who now, nine years later, has a GED and has been accepted to college. For this young man, Twittering, Facebooking, and blogging anchor and scaffold his negotiation of and participation in new social spaces. In contrast, the third presentation posits technology as a barrier to full participation in the academic literacy practices of four-year institutions, particularly for three students (a freshman, and two community college transfers) who are peripheral participants in the community.

Designing Participatory Spaces for Young People to Create Media and Gain New Media Literacy Skills

Location: Room 4004

Chair: Michael Dezuanni (Queensland University of Technology)

Participants: Michael Dezuanni, Andres Monroy-Hernandez (MIT), Kai Kuikkaniemi (Helsinki Institute for Information Technology)

This session will consist of discussion about three environments where young people create media and gain new media literacy skills. The first, will be outlined by Andrés Monroy-Hernandez (MIT) the designer of the Scratch Online Community, a website where kids have created and shared more than half a million games and animations. Andrés will focus on how young people use the Scratch online community to develop skills and knowledge by learning on their own and from each other. The second environment, outlined by Michael Dezuanni (Queensland University of Technology), is a class of teenaged students learning about video games via online and face-to-face interactions. Michael will discuss how this blended environment draws on the strengths of both formal and informal approaches to teaching and learning. The third space, outlined by Kai Kuikkaniemi (Helsinki Institute for Information Technology), is Habbo Hotel, a massive graphical virtual world for kids. Habbo is an environment used primary for socialization and communication and we will outline some of the design decisions that have made it possible to handle large scale social interactions and the opportunities for leaning. Our discussion will take into account frameworks for developing new media

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literacies such as Jenkins' participatory culture model and the “key concepts” approach established in the media education field.

Sympathetic and Critical Looks at “Kids As Game Designers and Programmers”

Location: Room 5302

Chairs: Jill Denner (ETR Associates), James Diamond (EDC), Colleen Macklin (Parsons The New School for Design)

Participants: Karen Michaelson, Chris Wisniewski (Museum of the Moving Image), Jill Denner (ETR Associates), Jim Diamond (EDC Associates), Colleen Macklin (Parsons The New School for Design), John Sharp (Savannah College of Art and Design)

Constructionist-oriented learning programs are based on the idea that children learn best through constructing their own personally meaningful artifacts. Encouraging youth to design and develop video games in order to learn skills in science, problem solving, and programming is one manifestation in this lineage. Other approaches include using computer game building as a strategy to transform media representations. But constructionist programs have their challenges: “learning by designing” does not transfer easily; young people, especially novices, often require structured, didactic instruction to support learning; instructors are not always context experts who can serve as “guides on the side.” In addition, gender, race/ethnicity, social class, and peer group ecology play a role in the effectiveness of digital game programming. In this roundtable, we will discuss digital game design as a strategy to increase and transform youth participation in digital media. Participants will include designers and researchers who have created programs or conducted research into introducing game design to young people. Focus questions will include: How can we construct programs that help youth transfer skills from game design learning into other areas, such as STEM? What are the institutional structures that exist to support or hinder these kinds of programs? Can these kinds of programs engage young people who might not otherwise be interested in designing games? What are the developmental challenges associated with asking kids to become designers? Under what conditions is digital game programming used to transform media representations and content? How do different types of programming environments limit or enhance the games that are created? How can pedagogical approaches be modified to engage diverse populations-- and particularly young women-- in creating digital content?

Setting Critical and Creative Parameters for a Cross-Disciplinary/Platform Research Agenda

Location: Room 6004

Chair: Vicki Callahan (University of Southern California)

Discussant: Virginia Kuhn (University of Southern California)

Participants: DJ Johnson (University of Southern California), Matt Williams (University of Southern California), Craig Dietrich (University of Southern California), Vicki Callahan (University of Southern California)

Maintaining academic rigor with clear standards for students presents unique challenges

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given the diversity and mutability of formats in digital scholarship. How do faculty define research that works across creative and critical boundaries and writes across disparate and dissimilar material? How do faculty have students evaluate sources when information to students appears equally valid or interchangeable regardless of format? How do faculty evaluate students' projects when they employ different media forms and critical strategies to make points? How much should aesthetics and technique play a role in evaluation? If students take on new ways of writing do we, as teachers, have the critical tools necessary to respond to the new language? The challenge of diversity for faculty is both institutional, that is, to bring efforts at praxis-centered and hybrid works out of the margins of academe as well as pedagogical, or rather, to ensure and demonstrate rigor in the uneven artifacts that are produced in multimedia student projects. This panel addresses these issues by examining case studies from USC's Institute of Multimedia Literacy and maps out parameters utilized in project evaluation. We present work from four different contexts: Digital Storytelling; Internet Multimedia; Remix Praxis; and Web-based Documentary.

SESSION III – 11:30AM

In and Out of the Box: Elementary Rural, Urban and Minority Children’s Engagement with Digital Media for Learning about the World

Location: Auditorium

Chair: Renee Hobbs (Temple University)

Participants: Lori Takeuchi (Joan Ganz Cooney Center at Sesame Workshop), Joy Pierce (University of Utah), Henry Cohn-Geltner (Temple University), John Landis (Temple University), Jeff Share (UCLA), Renee Hobbs (Temple University)

This panel brings together scholars and practitioners to discuss the opportunities and challenges associated with young children’s engagement with different forms of media and digital tools for learning about the world. Panel members work with low-SES, rural and urban minority children. The digital media behaviors of 8-year old minority girls are first showcased to understand how the values of family members affect the daily practice of digital media use. Case study research conducted in an elementary school reveals tensions between teachers and the students' use of digital media, and missed opportunities for children who lack social capital in a mainstream network society. When children explore the peoples and cultures of the Middle East through activities that involve critical analysis of Arab stereotypes, video production activities and online cultural exchange with students in Kuwait, children experience emotional engagement with the other in ways that may challenge educators’ ideas about appropriate topics in the classroom. And when children explore the topic of news and journalism, they discover how politics, crime, the representation of gender, race and social class are daily constructed through news and current events, creating an opportunity to consider the complex relationship between information, knowledge and power.

Data Visualization for K-12 Learning

Location: Theater

Chair: David Birchfield (Arizona State University)

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Discussants: Allan Jeong (Florida State University), Mina Johnson (Arizona State University), Barry Joseph (Global Kids, Inc.), David Tinapple (Arizona State University), Katie Salen (Institute of Play), James Gee (Arizona State University)

For this roundtable forum, we have assembled researchers and practitioners with expertise in schools, informal learning environments, data visualization research, tool building, and the implementation of digital learning environments. This breadth of expertise spans many of the focus areas necessary to advance the field of Data Visualization for K-12 including data collection, storage formats, visualization techniques, and dissemination methods. Using a worked examples framework, each discussant will present their recent regarding Data Visualization for K-12 learning. They will focus on both the tools and processes that were used to create a given visualization artifact. The format will be akin to a studio critique session where participants are invited to comment on presented work from multiple perspectives including stakeholder views (e.g., students, teachers, researchers, school leaders), technologies, tools, and aesthetics. The goal of the roundtable is to draw out overlapping areas that participants can leverage moving forward, and to identify areas of pressing need where the broader community can focus efforts around the creation of new tools and approaches. The session will conclude with a discussion of next steps for Data Visualization and K-12 communities to take. This session builds from a recent convening around the same topic with the hope of opening this ongoing discussion to a much broader audience.

Storytellers, Storymakers and Learning by ARG

Location: Room 5004

Chair: Stephen Petrina (University of British Columbia)

Discussants: Mela Kocher (University of California, San Diego), Ken Eklund (World Without Oil), PJ Rusnak (University of British Columbia)

Alternate reality games (ARGs) are cross-media experiences, often massively collaborative, that use the real world as their gaming platform. As they grow in popularity, we must critically consider and question the educational roles that ARGs can and should play. Participate in a dialogue that explores the pedagogical affordances and constraints of ARGs with Stephen Petrina (UBC), Mela Kocher (UCSD), Ken Eklund (World Without Oil; Ruby's Bequest), and PJ Rusnak (UBC). How do ARGs stimulate the barrier-breaking formation of social groups and peer-to-peer communities focused on real-world questions? How might diversity and inclusivity flourish in an open storymaking ARG compared to the more common storytelling ARG? What learning methods are invoked during what-if play and open narrative, especially amongst youth and non- gamers? storytellers, storymakers will present controversial aspects and differing viewpoints from the findings of empirically studied ARG projects, as well as informed discussion about emerging technological and research trends from various theoretical perspectives. To stimulate lively and provocative discussion with participants, we will commence this session with a mini-ARG challenge! We intend for this event to be a thought-provoking, energizing, and playful experience in participatory learning.

Youth Media: Investigating a Means of Participation and Diversification

Location: Room 4004

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Chair: Lisa Tripp (Florida State University)

Participants: Lisa Tripp (Florida State University), JoEllen Fisherkeller (New York University), Sophia Mansori (Education Development Center, Inc), Ethan van Thillo (Media Arts Center San Diego), Kathleen Tyner (University of Texas)

Youth Media programs have played an important role in diversifying and broadening opportunities for young peoples’ participation in new media cultures. Both in the US and abroad, they have provided diverse communities of young people with opportunities for creating and circulating media, and they have been particularly successful at reaching out to and supporting the media production efforts of low income youth and youth of color. At the same time, they have striven to promote a range of other social and learning goals, such as youth development, media literacy, and social activism. This roundtable discussion will explore current research and issues in the field of Youth Media that relate to the theme of the conference: diversifying participation. The five session participants include both researchers and practitioners of Youth Media. Contributors to the session will briefly present their research and observations on Youth Media drawing on their own experiences. This will include insights from a book on international perspectives on Youth Media that some of the session participants are working on. The panel will then engage in a discussion with the audience about avenues for further research, advocacy, and practices that can both challenge and help build the field.

Youth, New Media and Public Participation in International Contexts

Location: Room 5302

Chair: HyeRyoung Ok (University of California, Irvine)

Discussant: Eric Baumer (University of California, Irvine)

Participants: Cara Wallis (Texas A&M University), Rose Yee Hing Liang (National Institute of Education), Katherine Walraven (TakingITGlobal), Merlyna Lim (Arizona State University), HyeRyoung Ok (University of California, Irvine)

We observe that young people around the world, in growing numbers, are exploring and developing interests through new media, forming communities around those interests, and participating in activities of public significance. Specially, many of most dramatic and significant instances where new media play critical roles occur in international contexts, particularly around political activism and engagement. Yet those interests and practices are not always related to official politics and the motivations and orientations of their activities are no longer contained in the institutionalized political sphere. This session aims to provide a valuable opportunity to share the knowledge on the current stake of youth public participation in international contexts and further to cross-examine emerging patterns and specific mechanisms/operations that young people employ new media in engaging with social issues. Eventually, this session will address how this participation relates to the development of youth capacities for engaging in issues of collective social and public interest.

Rules Of Engagement in Participatory Cultures: Negotiating Feedback, Audiences and Critique In Online Communities

Location: Room 6004

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Chair: Dan Perkel (University of California, Berkeley)

Participants: Dan Perkel (University of California, Berkeley), Lyndsay Grant (Futurelab), Becky Herr-Stephenson (University of California, Irvine), Kurt Luther (Georgia Institute of Technology)

Peer-to-peer feedback has been held up as a powerful incentive and benefit of participating in online communities focused on user-generated content. This session attempts to unpack “feedback” by examining different forms of it in particular media production practices. We present and discuss how participants negotiate, define, and contest the rules of various types of feedback in socio-technical environments as they position their work for audiences or, in some cases, have their work positioned by audiences. The four cases address diverse, yet overlapping issues and contexts: (1) how participants wrestle with what counts as quality feedback and critique in a global, online art community; (2) the perceptions of the purpose and role of feedback from a range of different audiences in overlapping online and offline contexts in the U.K; (3) the temporal dimensions of feedback in an annual online writing event/contest; and (4) the ways in which leadership structures shape feedback in the collaborative, technology-mediated production of animation. Following these four arguments, we hope to generate further discussion by soliciting our own kind of feedback as we invite attendees to share short examples from their research or experience.

LUNCH – 12:45PM

Demos for Experimental Game Lab at Calit2

Location: Meet at Elevators (a sign up sheet will be available at the registration desk)

Participants: Sheldon Brown, Director of CRCA, Erik Hill, Daniel Tracy, Kristen Kho, Robert Twomey, Chris Head, Micha Cardenas, and Todd Margolis

The Experimental Game Lab in CRCA at Calit2, is directed by Sheldon Brown to create new forms of art from the intersection of scientific visualization and the extension of game industry techniques. The multi-form project, The Scalable City, has been the primary focus of the EGL in the past 4 years, intersecting data visualization, new cinema, computer gaming and virtual worlds by re-imagining urbanity as the outcome of algorithmic processes.

SESSION IV – 2:00 PM

Reaching Diverse Student Populations in Embedded Ubiquitous Educational Environments

Location: Auditorium

Chair: Meg Cramer (University of California, Irvine)

Participants: Tom Moher (University of Illinois, Chicago), Roy Pea (Stanford University),

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Walt Scacchi (University of California, Irvine), Kelly Wilson (High Tech High Graduate School of Education)

Moderator: Gillian Hayes (University of California, Irvine)

The physical built environment in educational settings has profound implications for learning. Yet, many technologies for learning are simply re-appropriated computers built for business or home use. This use of technology has seen minimal improvement for students, particularly for socially disadvantaged children for whom technology reform promised to level the playing field. In this panel, we will explore alternative embedded and ubiquitous computational environments in classrooms, schools and museums‚ taking seriously the impact of the physical instantiation of computation on the learning experience. These novel environments allow students to be immersed in dynamic learning experiences through tight integration of technology with physical space. Panelists will explore key elements to creating and sustaining these learning environments and discuss how examining diverse cultures, pedagogies, and student populations impact the design and deployment of computational technologies in these environments. The panelists will discuss how their projects individually cater to the needs of the urban, multilingual public school student body and communities of Chicago, Orange County, San Diego, and the Bay Area.

Fair Use: Perspectives on Copyright and Fair Use for Digital Learning

Location: Theater

Chairs: Jason Schultz (University of California, Berkeley)

Participants: Patricia Aufderheide (American University), Jason Schultz (University of California, Berkeley), Renee Hobbs (Temple University), Steve Anderson (University of Southern California)

This participatory session will examine some of the ways educators come to develop an understanding of copyright and fair use by presenting a series of real-world worked examples related to the fair use reasoning process. Session participants will have the opportunity to collectively move through the process of making a fair use determination, thereby gaining familiarity with the triangulation of discourse around fair use related to legal, technological and cultural imperatives. Our goal is to explore the developmental progression by which educators develop confidence in fair use reasoning and begin to feel comfortable with the inherent flexibility of fair use as it applies to their work. How can educators conceptualize copyright within a larger context of user rights by understanding the landscape of ideological frames now in play? We will explore the process by which educators may (or may not) begin to see themselves as activists for user rights within a larger political context of advocacy and the ethical, legal, economic and pedagogical implications of their position.

Meeting of Minds: Cross-Generational Dialogue on the Ethics of Digital Life

Location: Room 5004

Chair: Katie Davis (Harvard University)

Participants: Rik Panganiban (Global Kids, Inc.), Shira Lee Katz (Common Sense Media),

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Katie Davis (Harvard University)

In this workshop, we engage participants in hands-on, interactive activities based on findings from the first cross-generational online conversation on digital media and ethics. Three collaborating organizations brought together a diverse group of over 250 parents, teachers and teens for a three week online conversation. Prompted every day with scenarios and questions, participants discussed the ethical dimensions of online life, including issues of privacy, credibility, ownership and authorship. In general, teens focused more than adults on the personal consequences of their online actions rather than the potential effects their actions may have on others. For instance, while both adults and teens acknowledged the need to give credit to original creators when remixing or appropriating other people's creative works, only teens suggested fear of negative sanctions as the primary motivation for giving credit. The failure to consider one's responsibility to other people and to the various communities with which one engages constitutes an important challenge to the quality of individuals' online participation. Following a deliberative discourse approach to education intervention, we believe scaffolded dialogue represents a promising strategy for promoting youth's self- critical, moral and ethical ways of thinking about their actions online. Link to report: http://www.globalkids.org/meetingofminds.pdf

Futures-Focused Perspectives on Learning and Participation in New Media Ecologies

Location: Room 4004

Chair: Sue Cranmer (Futurelab)

Discussant: Sonia Livingstone (London School of Economics)

Participants: Ben Williamson (Futurelab), Lyndsay Grant (Futurelab), Mary Ulicsak (Futurelab), Sue Cranmer (Futurelab)

These four papers will describe recent research which has investigated how learning occurs in different new media ecologies. A brief introduction will outline a major futures methodology project which has identified the emergent socio-technological trends that will impact on formal and informal learning over the next two decades and set the context for the four papers to follow. The first paper will focus on a research project exploring issues of digital participation within the context of school, and ask how schools can respond to these trends. The second paper will present research into home-school relationships, exploring notions of seamlessness and boundaries across the learning ecologies of home and school; interrelationships between children and their parents and teachers. The third paper will focus on the perception and potential for learning and on widening notions of participation in family contexts offered by new media such as videogames. The fourth and final paper will then describe research on marginalised young people who identify themselves as not-learning, and will challenge notions of participation. A discussant will conclude the panel by raising a number of research challenges emerging from these papers, seeking to identify what researchers can do to explore and understand digital media learning ecologies in the context of new and emergent-future socio-technological trends.

From Fan Activism to Political Activism: Participatory Democracy around Popular Media Affinity Groups

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Location: Room 5302

Chair: Sangita Shresthova (University of Southern California)

Participants: Kevin Driscoll (University of Southern California), Lana Schwartz (University of Southern California), Ritesh Mehta (University of Southern California), Benjamin Stokes (University of Southern California), Ray Vichot (University of Southern California), Lori Kido Lopez (University of Southern California), Joshua McVeigh-Schultz (University of Southern California), Melissa Brough (University of Southern California), Sangita Shresthova (University of Southern California), Anna van Someren (MIT), M. Flourish Klink (MIT), Clement Chau (Tufts University)

This pecha kucha explores continuities between online participatory culture and civic engagement using case studies from the MIT/USC Civic Engagement Lab pilot phase. With low entry barriers, participatory culture-based communities often encourage online participation and expression even as they promote expression, awareness, mentor-ship, and skill training. Research shows that participatory communities set around new media technologies sometimes also transcend geographic, racial, and age boundaries. Premised on a dynamic understanding of citizenship, we analyze how participatory culture interactions encourage young people to create, discuss and organize to engage with specific civic issues and events. We then ask how these interactions lead to new forms of social organizing and action. What characterizes these new modes of civic engagement? What individual and community-based skills do participants master in this process? How does a foundation in participatory culture influence these processes? How do communities based in participatory culture mobilize, and reflect upon, people from a diversity of backgrounds and ages? Working under the guidance of Henry Jenkins, Civic Engagement Lab researchers expand on these questions through case studies, which map the trajectory from popular media fandom to political engagement.

Programming and Pluralism: Diversifying Participation in Computational Creation

Location: Room 6004

Chair: Karen Brennan (MIT)

Facilitators: Karen Brennan (MIT), Mitchel Resnick (MIT), Shaundra Daily (MIT)

Just as writing is as important as reading in developing fluency with text, the ability to create computational artifacts is similarly important to developing fluency with new media. The ability to program can contribute to the development of computational fluency, since it extends personal expression through the creation of dynamic, interactive media. But engagement in programming remains gender imbalanced: while female access to use of computers has improved, females are underrepresented in programming and other activities involving creation with computers. Scratch is a programming language that our group at the MIT Media Lab developed specifically to diversify participation in computational creation. With Scratch, young people can create a wide variety of projects -- including interactive stories, games, music, and simulations and share their creations with one another in an online community of creators. In this hands-on workshop, participants will engage in design of interactive projects with Scratch, as a means for exploring how Scratch makes possible multiple forms of computational creation and multiple ways of thinking about computation. We will frame these activities by sharing our research into how girls engage with Scratch, providing

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both quantitative and qualitative analyses of girls’ participation in the Scratch online community.

SESSION V – 3:45PM

New Media, Popular Culture, and Pedagogy in Urban Literacy Education

Location: Auditorium

Chair: Korina Jocson (Washington University St. Louis)

Participants: Ernest Morrell (UCLA), Veronica Garcia (Wilson High), Korina Jocson (Washington University)

In the age of Obama, many educators have been inspired to be more innovative in preparing generations of young people for school, job, and social worlds. For literacy educators like us, this means renewing literacy in ways that would recognize and tap into the potential of every student in the classroom, particularly those from ethnically and linguistically diverse low-income backgrounds. To offer insight into powerful pedagogies and literacies, our session combining researchers, educators, and student presenters will highlight examples of practice of urban literacy education with an emphasis on new media and popular culture. We will draw upon empirical work ranging from ethnography to design experiment and action research situated in urban communities, namely Los Angeles and St. Louis. As part of our interactive session, we plan to demonstrate using film and multimedia different sets of pedagogical and learning outcomes of what we mean by diversifying participation. We will then transition into what we hope will be a fruitful discussion about possible innovations in other contexts serving similar populations. Participants attending the session will be asked to generate questions and scenarios relevant to their respective contexts.

Last Bastions: The Promise and Problems of Digital Learning in Higher Education

Location: Theater

Chair: Elizabeth Losh (University of California, Irvine)

Participants: Elizabeth Losh (University of California, Irvine), Lev Manovich (University of California, San Diego), Todd Presner (University of California, Los Angeles), Diane Harley (University of California, Berkeley), Holly Willis (University of Southern California)

Instructors seeking to offer meaningful digital learning experiences in higher education may face institutional obstacles, because the academy frequently resists adopting new pedagogical technologies and innovative means for scholarly communication. Lev Manovich, Todd Presner, Diane Harley, Holly Willis, and Elizabeth Losh will look at digital learning in the context of the research university and explore its similarities and differences from other digital learning initiatives. This panel combines perspectives from practice, theory, empirical study, and policy about digital learning in university settings. Manovich will discuss the Cultural Analytics project that aims to create new ways to deliver university lectures and to rethink the research and composing practices of students and faculty alike. Presner will speak about the multi-campus Hypercities project, which fosters interdisciplinary collaboration and rethinks the roles of space and place in

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college learning. Harley will present the most recent research from the Center for Studies in Higher Education to show how scholarly practice in research universities is determined by deeply embedded disciplinary value and reward systems, which are often at odds with the visions propounded by advocates of social computing models. This includes resistance to early public sharing of in-progress research via Web 2.0 technologies and resistance to top-down, one-size-fits-all technology-enabled curricular materials. Willis will talk about the Institute for Multimedia Literacy's efforts to support the professional development of graduate students across the university by designing new research tools, means of authoring, and pedagogical practices. Losh will provide a survey of promising trends in the rhetorics of digital pedagogy and suggest reasons why regional advantage matters in launching successful programs.

Inspiring Uses of Digital Media in Museums and Libraries: A Creative Inventory and Collaborative Analysis

Location: Room 5004

Chair: Anne Balsamo (University of Southern California)

Group Facilitators: Susana Bautista (University of Southern California), Maura Klosterman (University of Southern California), Cara Wallis (Texas A & M University)

This session is designed to stimulate discussion about the use of digital media for informal learning in museums and libraries. The session will be framed by a brief report by Anne Balsamo (USC) on the MacArthur sponsored research that investigated digital media experiences created by museums and libraries. The main activity of the session will engage audience members in conducting a creative inventory of examples of digital media in use in specific museums/libraries. Audience members work in small groups with a list of web destinations and a set of questions to guide their analysis of each site. After the hunt is concluded, each group will present one site to the entire audience for the purposes of collaboratively creating an analysis of the particular use of digital media for learning. The topics of the groups include: 1) Informal Learning in Whyville; 2) Museum Mobile Tours; 3) Genres of User Generated Content; 4) Diverse Uses of Teen Websites; 5) Media Making Spaces/Practices in Museums and Libraries

Participatory Culture: From Wikipedia to Vidding

Location: Room 4004

Chairs: Louisa Stein (San Diego State University)

Participants: Francesca Coppa (Associate Professor of English, Muhlenberg College), Julie Levin Russo (Acting Assistant Professor, Department of Art & Art History, Stanford University), Tisha Turk (Assistant Professor of English, University of Minnesota Morris), Alexis Lothian (PhD candidate in English with Certificate in Gender Studies, USC), Melanie E.S. Kohnen (Marion L. Brittain Postdoctoral Fellow, School of Literature, Communication and Culture, Georgia Institute of Technology), Andrew Famiglietti (Marion L. Brittain Postdoctoral Fellow, School of Literature, Communication and Culture, Georgia Institute of Technology), Louisa Stein (San Diego State University)

While it is true that marginal communities have unequal access to mainstream digital culture, it is important to remember that many marginal communities have rich histories

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of using participatory culture in their own ways and on their own terms. In our push to diversify participation we must take care not to inadvertently perpetuate the same divisions we might hope to undo. In our roundtable, we will consider the larger picture painted by these participatory pasts, bringing together traces of diverse histories such as the participation of explicitly Marxist organizations in the early Wikipedia and the various distinct traditions of transformative fan production practices such as vidding. These diverse histories reveal multiple possibilities and strategies for interpretation and reception. For example, how can musical choices in vidding invite us to re-contextualize or challenge mass media through a queer lens? Can pairing music and image create new, non-normative temporalities? How can we understand vidding in relation to the larger cultural conversations around millennial remix cultures? And more broadly, what are the (differing) copyright implications regarding the arguably transformative nature of the diverse traditions of participatory culture? We will discuss and explore those multiple participatory forms, their rich histories, and the challenges and opportunities involved in using them in the classroom.

Computational Textiles as New Media Texts: Digital Media Learning in Youth and DIY Communities

Location: Room 5302

Chair: Kylie Peppler (Indiana University)

Participants: Kylie Peppler (Indiana University), Yasmin Kafai (University of Pennyslvania), Nichole Pinkard (DePaul University), Alan Gershenfeld (E-Line Ventures), Heidi Schelhowe (University of Bremen)

Workshop Leaders: Leah Buechley (MIT Media Lab), Mike Eisenberg (University of Colorado, Boulder)

In this session we examine aspects of media construction and design that dovetail with hands-on crafts, physical construction and design, and material play. We argue that as today‚ notions of media texts are expanding beyond print to include dress, drawing, and dance, we need to consider how engagement with digital media can encompass tangible media texts as well such as electronic textiles, "smart" or controllable materials, fabricated artifacts, and computationally-enriched physical objects. In recent years, however, this aspect of textile production and design has changed considerably and new materials and forms of production have become accessible and prominent in do-it- yourself (DIY) communities. Accordingly, these types of applications have the potential of pulling young girls and other members of historically underrepresented communities into the participatory culture, helping to respond to the participation gap. In this session, we will offer hands-on activities to engage participants in creating their own computational textile through merging sewing, crafts, and electronics to create a wearable circuit. Additionally, the session brings together a broad range of individuals spanning professional, educational, and DIY learning contexts to share current work and discuss the implications for building new networked communities that share and combine virtual and material designs.

Mad Skills: Making New Media Literacy Practices Accessible to Educators and Students Alike

Location: Room 6004

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Chair: Erin Reilly (University of Southern California)

Participants: Barry Joseph (Global Kids, Inc.), Erin Reilly (University of Southern California), Flourish Klink (MIT)

In 2008-09, New Media Literacies tested the Media Makers Challenge Collection, 30 challenges to explore and practice the new media literacies (NMLs) and designed to address the participation gap (giving youth the chance to learn the NMLs, which broadens participation). The collection is designed to provide a springboard for educators to adapt the NMLs into their own situation. Media educators from Global Kids used the materials as inspiration to develop Media Masters, an after-school program at the High School for Global Citizenship to integrate the NMLs into a social issues learning environment. Media Masters helped learners acquire and reflect upon digital media production and analytic skills through youth engagement in participatory media. The paper presentation explores how educators can successfully integrate the NMLs into learning and reach those most at risk of being on the wrong side of the participation gap, those who aren't as likely to be involved in interest driven communities, or have people in their lives that model participation. The paper examines the ways in which specific challenges were deployed through the study, and we identify how teens were able to help drive the content and discussions and how they created an integrated learning ecology.

PLENARY SESSION – 5:15 PM

Digital Media and Learning: The State of the Field

Location: Auditorium/Theater (Overflow)

Chair: Heather Horst (University of California, Irvine)

Discussion Moderator: Mimi Ito (University of California, Irvine)

Participants: Brigid Baron (Stanford University), Lynn Schofield Clark (University of Denver), Eszter Hargittai (Northwestern University), Joseph Kahne (Mills College), Kevin Leander (Vanderbilt University), Amanda Lenhart (Pew Internet and American Life Research Center)

This invited symposium focuses upon recently completed studies in the field of digital media and learning. Bringing together qualitative and quantitative research, this interactive session seeks to understand what we know about youth, learning and digital media with an eye to the key questions that will drive future research, theory and practice. The format will include short presentations by individual researchers, followed by reflections upon key issues in education, learning and technology by panel participants and audience members.

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SATURDAY, FEBRUARY 20, 2010

SESSION VI – 8:00AM

Digital Media Production and Social Change

Location: Auditorium

Chairs: Sasha Costanza-Chock (University of Southern California), Alice Mello (MIT)

Participants: Adam Perez (University of Southern California), Claire Villard (University of Southern California), Sylvia Ly (Lula Washington Dance Theatre), Amanda Ashley (University of Southern California), Katie Camarda (Buck Design), Meghan Stettler (University of Southern California), Alice Mello (MIT), Karen Michaelson, Ethan van Thillo (Media Arts Center)

Participation and Access too often remain abstract concepts for students enrolled in courses that have little contact with the world just beyond the academy's walls. At USC’s Institute for Multimedia Literacy, a new collaborative course brings together what Doreen Nelson calls design-based learning, Henry Giroux's critical pedagogy, and community based multimedia projects to explore civic literacy in the digital age. The course calls attention to issues of access, privilege, participation and power, and adopts participatory multimedia as a tool for real social change. The appropriation of new media tools and skills by community-based organizations and social movements is a key aspect of our rapidly changing times, and university students who have access, time and skills can simultaneously contribute to and learn from the implementation of multimedia practices within community-based organizations. For the fall 2009 version of the course, students worked with the Los Angeles Community Action Network, which advocates for the rights of low-income downtown residents; the Koreatown Immigrant Workers Alliance; KEEN, and Youth Radio. This panel will include four presentations by six students who worked with community-based organizations, with an introduction by course instructor Sasha Costanza-Chock. The second part of this session introduces two youth projects exploring the use of video and a research using Virtual Forum Theater (VFT) to promote empowering social change. Media Arts Center San Diego’s innovative TPP works with youth ages 11-18. Youth actively engage with peers and adults as they learn digital media production and research skills to tell personal and group stories. Story screenings and dialogues occur via online social networking. TPP helps community organizations visually tell their stories at community screenings, festivals, and other community events. Tincan's Youth Media program teaches youth to explore their voice through production of videos that address critical social issues. In subVERSive, teens worked with poets to explore prejudice; in another project they examined responsible sexual behavior. VFT is an animation tool that allows the creation of digital plays as a vehicle to convey and discuss unjust social sketches. It connects youth from any part of the world expanding the importance of role playing as a way of understanding interpersonal and political struggles. The three projects will be presented using the youth production in anecdotal style. The presenters are in order of appearance: Ethan van Thillo, Karen Michaelson and Alice Mello Cavallo.

Youth Media Production in Urban Settings

Location: Theater

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Chairs: Brigid Barron (Stanford University), Richard Beach (University of Minnesota), Alia Carter (g8four) and Kindra Montgomery-Block (University of California, Davis)

Participants: Shaundra Daily (Massachusetts Institute of Technology), Alia Carter (g8four), Julian Daily (g8four), Cynthia Lewis (University of Minnesota), Richard Beach (University of Minnesota), Jessie Dockter (University of Minnesota), Cassie Scharber (University of Minnesota), Patsy Eubanks Owen (University of California, Davis), Alyssa Nelson (Youth In Focus), Kindra Montgomery-Block (University of California, Davis), Amanda Perry (University of California Davis), Nichole Pinkard (DePaul University), Kim Gomez (University of Pittsburg), Maryanna Rogers (Stanford University), Amber Levinson (Stanford University), Brigid Barron (Stanford University), Kimberly Austin (University of Chicago), Veronique Mertyl (University of Washington), Daniel Stringer (Stanford University), Jolene Zywica (University of Pittsburg)

This session highlights three projects designed to support urban students' participation as critical and creative producers with new media. Following brief project overviews, the authors will participate in a panel discussion organized around two questions: 1) What design principles has your project identified that support critical/substantive media production activity among students, in or out of school?; 2) How should researchers be documenting and investigating what develops through production experience? Questions from the audience will also be addressed. The first presentation describes qualitative research results based on analysis of students and teachers critical engagement in the DigMe Program (http://roosevelt.mpls.k12.mn.us/Digital_Media) situated within a diverse, high-poverty, urban high school involving integration of Web 2.0 technologies into English/media, social studies, and science learning. Analysis focused on how students and teachers co-constructed classroom life through talk, use of space, and embodied orientations mediated by analysis and production of digital videos, VoiceThreads, and podcasts, focusing on critical engagement. In the second presentation, the authors will present technological student artifacts created during ChangeLab: a theme-based learning experience designed to engage students in technology through contextualized projects. Carried out during the summers of 2008 and 2009, this program engaged students in grappling with issues in the topics of health and finance through interactions with community members and the design of solutions to tackle challenges they identified. The third presentation will report on a three-year longitudinal study that documented a learning environment designed to provide urban youth with the tools and learning opportunities that would allow them to create, collaborate and communicate with new media production technologies. Through afterschool clubs (e. g. robotics, spoken word, digital movie making, recording and remixing music) and a school day media arts class, learners were able to develop broad and deep experiences. The program of research involved ethnographic studies of the learning environments, quantitative longitudinal tracking of the entire cohort, and detailed case studies of ten young producers.

Social Media Capital - Listening to Youth: Using Youth-produced Media to Understand Community Conditions That Influence Change

Location: Room 3004

Chairs: Kindra F. Montgomery-Block, M.P.A. (UC Davis, Director of Training and Community Relations)

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Participants: Patsy Eubanks Owens (Associate Professor, UC Davis), Amanda Perry (Graduate Student, UC Davis), Alyssa Nelson (Co-Director, Youth In Focus), Julia Vargas (Youth In Focus)

This session showcases the research activities of UC Davis Healthy Youth - Healthy Regions (HYHR) Participatory Action Research Team (PAR) -- a cross-sector, multidisciplinary study of the relationship between youth well-being and regional equity in the Sacramento region of northern California. The session will include one hour of presentations, one half- hour of hands-on experimentation with media production, and one half-hour of questions and discussions. The HYHR PAR team will discuss and present three distinct youth-led media projects and the methods employed by each. Our youth outreach strategies worked to engage marginalized young people (either because of their access to equipment, technology or because of their social identity (race, gender, sexual orientation). Collectively, the HYHR PAR team provided equipment, training, and transportation to engage youth in local community media projects. The presentation will include an analysis of the effectiveness and shortcomings of the various youth-produced media approaches. Presenters will also discuss the connection to social media capital used to interpret the media, a summary of findings from each project, a comparison across projects, and a discussion of the community-based dissemination strategies used in each effort. The presenters will also engage the attendees in experimentation with Flip camera technology, Google Maps and other tools.

Expertise and Digital Media: Three Approaches

Location: Room 3004

Chair: Robb Lindgren (University of Central Florida)

Participants: Kelly Page (Cardiff University), Rudy McDaniel (University of Central Florida), Robb Lindgren (University of Central Florida)

This one-hour panel will explore various issues of expertise as it relates to the study of digital media. Expertise About Digital Media Dr. Kelley Page, Cardiff University What does it mean to be an expert in a particular type of digital technology, such as social media tools, and how does this expertise affect how these tools are used? This talk will discuss the criteria that are used to determine expertise and whether there may be qualitatively different types of digital media expertise. Expertise Around Digital Media Dr. Rudy McDaniel, University of Central Florida As scholars in the interdisciplinary study of digital media, how do we as a field cultivate and share knowledge such that we are able to build a collective expertise? This talk will explore how traditional notions of interdisciplinary research (e.g., Moran, Klein, etc.) affect the process of building expertise around digital media. Expertise Through Digital Media Dr. Robb Lindgren, University of Central Florida How can new designs in digital media be used as a means of conveying expertise such that it promotes learning? This talk will discuss the potential of using new media technologies to capture the perspectives of experts in ways that can be taken up by novices to learn about novel practices and content areas.

Investigating Multiple Channels For Participation in Online Gaming Communities

Location: Room 4004

Chair: Elisabeth Hayes (Arizona State University)

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Participants: Elisabeth Hayes (Arizona State University), Sean Duncan (Miami University, Ohio), Alice Robison (Arizona State University), Shree Durga (University of Wisconsin- Madison)

While there are a growing number of rich and detailed studies of specific forms of participatory media and their associated social and cultural formations, there have been few attempts to compare the affordances and constraints of these often quite different technologies, practices, and communities. In this session, we bring together four panelists who are investigating related yet quite distinctive channels and practices associated with the participatory cultures emerging around video gaming. Two panelists are exploring, respectively, how status and expertise are constructed and displayed in game-related online forums and backchannels; the second two panelists are examining how two very different forms of game modding, tied to quite distinctive forms of technological skill and understanding, offer opportunities for participants to contest stereotypical conceptions of computer geeks. Each of our panelists will make brief presentations; simultaneously, we will invite the audience to play a backchannel game, as a means of experiencing firsthand the affordances of this medium for participation. Our final discussion will address both the presentations and the audience experience, as a means of promoting a critical dialogue on multiple instantiations of participatory culture.

Global Perspectives on Learning: Brazil and Singapore

Location: 5th Floor SW

Chairs: Hernani Dimantas (University of Sao Paulo), Kenneth Lim (National Institute of Education, Singapore)

Participants: Drica Guzzi (Llixo Eletronico), Ricardo Kobashi (Comitê para Democratização da Informática de São Paulo), Cacau Freire (University of Sao Paulo), David Hung (National Institute of Education, Singapore), David Huang (National Institute of Education, Singapore), Kenneth Lim (National Institute of Education, Singapore)

This session brings together global perspectives of learning through presentations on Brazil and Singapore. Brazil: The protagonism of Brazilian's youth students at social medias and the new ways of learning using the Internet in Acessa Escola Programa - a digital divide program and a public policy on the State of Sao Paulo/Brazil. In the beginning of 2009, five hundred public schools of Sao Paulo received an Internet Classrooms with computers and Internet access given by the Acessa Escola Programa. In its second semester, the programa reached a hundred and seventy thousand of users between students, teachers, workers and community around schools of the estate. In the first semester of 2009, five thousand students at age 15-17 years old was trained to act as monitors in the Internet Classrooms helping and teaching the users how to use the technology for different and self purposes. How is the behavior of this students/monitors on the Internet, and how they learn and spread knowledge using the Internet. The approach includes quantitative (survey) and qualitative (interviews) methods applied on a sample of two thousand and twenty five hundred students (surveyed) and twenty- seven interviews. In the Singapore presentation, a team from the National Institute of Education (NIE), Singapore, will facilitate a discussion on the theme of challenges faced in the translation of educational research into practice (such as through nurturing the change and evolution of pedagogy and epistemologies in schools). The discussants will

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introduce this theme in terms of a tripartite relationship between the NIE, the Ministry of Education and schools. The affordances of this tripartite relationship with regards the fostering of a culture of design-based research in education will be outlined, with a view to interrogating the continued viability of such a model in the light of contemporary understandings of translation science. Specifically, the conversation will be anchored along the frames of the discussants’ respective areas of expertise, namely administrative policy, innovation diffusion theory, and translation and New Media. Particularly pertinent to the socio-cultural context in Singapore (and other similarly culturally-diverse societies) are the interplays between such heterogeneity and the extent to which educational innovations and shifts in epistemological understandings can be acknowledged as sustainable and scalable. It is hoped that participants in this roundtable will therefore bring to bear their own narratives and experiences on these and related issues.

SESSION VII – 9:45 AM

INVITED SESSION: The Laboratory of Comparative Human Cognition: The Use Of New Technologies in the Organization of Learning in Culturally Diverse After School Community Centers

Location: Auditorium

Chair: Michael Cole (University of California, San Diego)

Participants: Rachel Cody Pfister (University of California, San Diego), Robert Lecusay (University of California, San Diego), Althea Nixon (University of California, San Diego), Ivan Rosero (University of California, San Diego), Tamara Powell (University of California, San Diego), Jennifer Ryan (University of California, San Diego), Mike Cole (University of California, San Diego)

This set of papers exams different forms of learning that take place using different digital technologies in different configurations in community settings. Most of the work is centered on a long standing effort to organize learning activities for children and youth in a low income housing community center which itself is part of a long term collaboration between UCSD and the community center that also serves as a course for the students. These papers examine widely divergent use of digital technologies in different small group configurations. One paper looks at the way adult use new technologies in the process of community formation. The final paper locates this work within a tradition of seeking to understand new forms of digitally mediated interactions within a general framework for the study of learning, development, and human communication currently referred to as cultural historical activity theory.

Youth Media and the Digital Afterlife

Location: Theater

Chair: Elisabeth Soep (Youth Radio)

Participants: Elisabeth Soep (Youth Radio), Nishat Kurwa (Youth Radio), Brandon McFarland (Youth Radio), David Pescovitz (Boing Boing), Nico Pitney (Huffington Post)

This session is led by youth and adult producers from Youth Radio-Youth Media

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International, a Peabody Award winning youth-driven production company with headquarters in Oakland and correspondents filing stories from across the U.S. and around the world. Youth Radio producers primarily low-income youths and young people of color deliver converged media content to the nation’s leading broadcast and digital outlets. For this session, we’re joined by two Youth Radio outlet partners: David Pescovitz, co-editor of one of the Internet’s top blogs, boingboing.net; and Nico Pitney, Huffington Post’s politics editor. Our discussion spotlights Youth Radio’s youth-led transition from a broadcast model to a Digital First strategy of content production and distribution. That shift has opened new opportunities for diversified participation in media culture and created new conflicts. Here we focus on trouble arising in the digital afterlife of youth- generated content, i.e., comments, links, and reposts after a story has been published. Drawing audience participation, we’ll analyze three high-impact Youth Radio features that have stirred up considerable controversy within the participatory platforms of npr.org, boingboing.net, jezebel.com, marketplace.org, and huffingtonpost.com. The session will illuminate strategies young people deploy as they witness and participate in fraught digital conversations their own stories inspire. It’s a phase of post-postproduction governed by players, agendas, stakes, and rules that can challenge the media project’s original learning and youth development goals and yet generate new contexts for co- creation of media content and literacy.

Engaging Diverse Learners in Community-based New Media Art Programs and Centers

Location: Room 3004

Chair: Juan Carlos Castro (University of Illinois, Urbana-Champaign)

Discussant: Ching-Chiu Lin (University of British Columbia)

Participants: Kit Grauer (University of British Columbia), Sandra Weber (Concordia University), Leanne Levy (Concordia University)

This session is comprised of two components that address participation and learning through digital media in informal contexts and with diverse populations. The components are made up of an EXPOSE OF RESEARCH SITES - Gulf Island Film and Television School (GIFTS) a community-based film school founded on principles of social justice and non- violent communication who work with teens and indigenous youth in British Columbia, Canada; and Project M.O.M, Mirrors of Motherhood, a community based new media production for pregnant teens and new moms in Quebec, Canada. A PANEL DISCUSSION will follow on the impact of digital media on learning, participation and social change in informal and community-based contexts with diverse populations with the team of researchers. This presentation and discussion of these two sites offers an opportunity to better understand what pedagogical potential is offered and what challenges are met through community-based new media art programs, as well as what challenges remain to be addressed within the arts and learning community in terms of citizenship, democracy and social change. These insights inform our desire to understand these issues and its applicability to enabling diverse groups of learners to more meaningfully engage with their lived experience and community through digital media.

Diversifying Mobiles: Participatory Learnings

Location: Room 4004

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Chair: Richard Scullin (MobileEd.org)

Participants: Derek Lomas (Carnegie Mellon University/The Playpower Foundation), Eric Klopfer (Massachusetts Institute of Technology), Richard Scullin (MobileEd.org), Jared Lamenzo (TheWildLab.org), Colleen Macklin (Parsons The New School for Design)

This panel explores how mobile devices diversify participation in myriad communities, both global and domestic. The panel discussion offers program descriptions and research from the following: Eric Klopfer, MIT Teacher Education Program and Education Arcade, does R&D on mobile learning games both place based and place agnostic, primarily around science learning; Jared Lamenzo, TheWildLab.org, a mobile phone service helping citizen scientists and learners collect better data; Derek Lomas, Mobile and Immersive Learning for Literacy in Emerging Economies (MILLEE) cell phone applications enabling language literacy in immersive, game-like environments) and PlayPower.org, learning games for radically affordable computers; Colleen Macklin, Parsons PETLab (http://petlab.parsons.edu), working on geolocative and mobile games exploring real-world information and databases, including Mannahatta: The Game (http://mannahattathegame.org/); and, Richard Scullin, MobileEd.org, an organization helping integrate mobiles with curriculum. The discussion shares experiences ranging from rural villages in India learning language on a mobile to US students exploring ecological habitats using GPS/LBS and augmented reality. From a 6th grade elementary school class using simple mobiles for environmental field research to a charter school for at-risk students harvesting visual data to elucidate complex geometry concepts, mobile technologies help extend the boundaries of where participation and learning occur. The session will also engage attendees with a series of questions to investigate the future of mobile learning in diverse contexts.

The Mangle of Play: Game Challenges and Player Workarounds

Location: 5th Floor SW

Chair: Mark Chen (University of Washington)

Participants: Mark Chen (University of Washington), Moses Wolfenstein (University of Washington), Ben DeVane (University of Wisconsin, Madison), Sara M. Grimes (Simon Fraser University), Sarah E. Walter (Stanford University), Moses Wolfenstein (University of Wisconsin, Madison)

Diverse forms of participation in gaming often manifest as subversive resistance to prescribed forms of play. Recent research highlighting the variety of in and out-of-game practices players employ in negotiating obstacles includes looking at modding and cheating practices (Postigo, 2008, Consalvo, 2007) to knowledge sharing in online forums (Steinkuehler & Duncan, 2008). Gaming, as exemplified by these studies, consists of acts of accommodation and resistance in a complex "mangle of play" (Steinkuehler, 2006), where players appropriate and orchestrate distributed networks of resources to accomplish their gaming goals. In this session, we will describe how particular gamers pushed at or circumvented obstacles imposed by different game spaces. We will discuss how leadership was negotiated in World of Warcraft (WoW), how a particular WoW group enrolled a mod to troubleshoot failures, the experience of newcomers to a stable gaming group in the Lord of the Rings Online (LOTRO), how young children overcame design limitations in Club Penguin and BarbieGirls, and how players resisted the prescribed and normative play-based activity structures in Civilization III. Following our

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descriptions will be a whole-room discussion on obstacles and their workarounds to gaming.

Building A Multilingual Web: Using New Media to Remove Linguistic Barriers to Online Participation

Location: Room 5004

Chair: Laura Welcher (The Long Now Foundation)

Participants: Michael Smolens (dotSUB), Jason Price, Bryan Campen (The Long Now Foundation)

There are thousands of languages in use in the world today, but communication on the Web is dominated by a very few -- 50% of all Web content is in Chinese or English, and much of the rest can be accounted for by fewer than ten languages. While the Web has great potential to bridge cultural divides, it is clearly failing in its ability to include linguistic and cultural minority people on their own terms. With cross-cultural communication and understanding being so important to our global future, this exclusion is to the detriment of us all. This panel will present and discuss some emerging multilingual “bright spots” -- combinations of new media technology with new kinds of online social interaction -- that enable speakers of minority languages to find their voice online. In the process, these speakers create resources that collectively form the basis of broader digital representation: repositories of multimedia content, open educational resources, text corpora that can enable machine translation and natural language processing -- all of which expand the means for communication in new online and mobile domains. With these examples, our goal is to show that it is in fact possible to design for a multilingual Web.

SESSION VII – 11:30 AM

Nerdfighters, Little Sisters, Future Souls and Other Diverse Ecologies of Virtual Participation and Learning

Location: Auditorium

Chair: Jabari Mahiri (University of California, Berkeley)

Presenters: Emily Kim (University of California, Berkeley), Brooklyn Williams (University of California, Berkeley), Daniel Gray-Kontar (University of California, Berkeley), Maryanne Berry (University of California, Berkeley), Jeremy Brett (University of California, Berkeley)

Three qualitative studies of virtual participation and learning in diverse communities reveal complex ways that youth differentially engage in digitally mediated practices of literacy, activism, and entrepreneurship. A fourth study examines novel, virtual learning ecologies being developed in urban schools. The chair will provide a conceptual frame that links the studies, and presentations will be 15 minutes with each followed by ten minutes of discussion. Kim’s study analyzes an online community of fans of young adult fiction writer John Green. These self defined Nerdfighters discuss wide-ranging topics via electronic forums, blogs, and youth produced videos and also engage in activism to reduce world suck. Williams calls her informants Little Sisters in contrast to Big Brother and examines provocative ways youth use new media for counter storytelling to influence

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public opinion on social and legal issues including the highly publicized killing of Oscar Grant. Gray-Kontar’s study is on youth using online resources while in different parts of the world to collaboratively produce music for global markets in a hip-hop genre called Future Souls. Berry’s study of urban school children participating in designing and using virtual libraries reveals new considerations for technological fluency with implications for the future of literature and literacy. Jeremy Brett will present a talk on “Scarlet Letters? Self-Injury Support Forums and the Discourse of Virtual Bodies.”

Laptops and K-12 Education in the US: Diversifying Participation

Location: Theater

Chairs: Sheila Cotten (University of Alabama at Birmingham) and Mark Warschauer (University of California, Irvine)

Participants: Gerald Ardito (Pace University), Julian Daily (g8four), Shaundra Daily (MIT), Brady Quirk-Garvan, Shelia Cotten (University of Alabama at Birmingham), Timothy Hale (University of Alabama at Birmingham), LaToya O'Neal (The Palmetto Project), Casey Borch (University of Alabama at Birmingham), Betty Nelson (University of Alabama at Birmingham), Michael Howell-Moroney (University of Alabama, Birmingham), Mark Warschauer (University of California, Irvine), Nichole Pinkard (DePaul University), Brigid Barron (Stanford University)

One of the prime justifications for school “one-to-one” laptop programs is to improve educational and social equity by providing technology access and digital learning opportunities to students who might have previously lacked them. This panel examines the extent to which such programs meet this end, and what factors enable them to do so. Presenters discuss the nature of school laptop programs across the U.S. and how they may contribute to diversified participation. Digital Youth Network: Organization and Outcomes, Nichole Pinkard, University of Chicago and Brigid Barron, Stanford; The Shape of Disruption: XO Laptops in the 5th Grade Classroom, Gerald Ardito, Seidenberg School of Computer Science, Pace University; From Remembering to Creating: Utilizing the XO Laptop as a Tool for Creative Expression; Julian Daily, g8four, and Shaundra Daily, MIT Media Lab; One Laptop-SC: A Model for Implementation of XO’s in Elementary Schools Brady Quirk-Garvan, Palmetto Project; The Impacts of XO Laptops in Birmingham, Alabama Schools: Education, Participation, and Social Connection Outcomes Shelia R. Cotten, Timothy Hale, LaToya O’Neal, William Anderson, Casey Borch, Michael Howell- Moroney, Betty Nelson, Department of Sociology, University of Alabama-Birmingham; What We Have Learned From School Laptop Programs, Mark Warschauer, University of California, Irvine

Queer You(th) Tube

Location: Room 3004

Chair: Jonathan Alexander (University of California, Irvine)

Participants: Jonathan Alexander (University of California, Irvine), Elizabeth Losh (University of California, Irvine), Alexandra Juhasz (Pitzer College)

Much scholarship about queer representation online has figured the problem of

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queerness as one of representation. How and to what effect do queers represent themselves online? What kinds of representational practices are used by queers (and by non-queers) to figure queerness? What are their possibilities and limitations? Coming out videos often make these questions of representation quite explicit, particularly because the specific media form promises access to an unmediated truth by a confessing subject who is offering a moment of intimate self-disclosure, while also emphasizing how gender and sexuality are performed for the camera. Our presentations analyze the robust rhetorical production of a variety of self-sponsored and commercial coming out videos to explore and critique the various pressures put on video-makers addressing the complex personal and social phenomenon of sexual orientation self-identification. We ask what kinds of normative discourses discipline the production of coming out videos, as well as what kinds of productive resistances form in response to pressures to produce (and reproduce) particular coming out narratives. We consider the particular affordances of vlogging as well as the difficulty of managing online identities that are not always owned or controlled by those uploading content to the Web.

The Promises and Problems of the University as a New Digital Landscape

Location: Room 4004

Chairs: Zoe Corwin (University of Southern California) and Don Waisanen (University of Southern California)

Participants: Zoe Corwin (University of Southern California), Tracy Fullerton (University of Southern California), Victor Garcia(University of Southern California) Jose Marichal (California Lutheran University), Jean Sandlin (California Lutheran University), Russell Stockard (California Lutheran University), Don Waisanen (University of Southern California)

Social media and networking sites are reconfiguring the social, political, and communicative dynamics of 21st century universities. During the first part of this roundtable discussion, researchers will explore how universities are utilizing new technologies for recruitment, education and research. Topics include: reconfiguring research, teaching, and service through social networking sites; how university admissions offices are using blogs to entice the 21st century student; social media and diversity reforms in American public universities; higher education and the future of race, place, and space in social media. In the second portion of the roundtable, researchers and game designers will chronicle an interdisciplinary effort to significantly alter how students access college information and support through an online game based on a blend of engaging play and social experiences that stimulate interest; personal development tasks that leverage game systems and rewards; and community-powered events and activities that break past the traditional barriers of game into positive experiences in the actual lives of players. Game designers will detail the development process focusing on conceptualization, piloting and meaningful play. College outreach advisors will discuss the intricacies of assessing game effectiveness. Ample time will be allotted to solicit audience questions and insight on related projects.

Participatory Learning in School: Square Peg in Round Hole?

Location: 5th Floor SW

Chair: James Bosco (Consortium of School Networking)

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Participants: James Bosco (Consortium of School Networking), Milton Chen (Edutopia), Erin Reilly (University of Southern California), Margaret Weigel (Harvard University)

Participatory learning though new digital media and particularly Web 2.0 entails a major shift in the nature and conduct of schooling. In such a learning environment, students are active agents in shaping the content and process of their learning. Peer-to-peer learning and collaboration are critical aspects of how learning occurs. The tension between participatory learning and schooling is not a consequence of malevolence or incompetence of school personnel. Rather, the tension stems from incompatibility between the nature of participatory learning and the key aspects of institutionalized schooling such as a standardized curriculum, group instruction, and long standing and well accepted conceptions of the role of teacher and student. This session will examine current programs across the learning ecology (participatory learning in and out of school) that are not mainstream but demonstrate best practices for widespread adoption. The session will delve into the nature of the public-school problem by defining organization/structural points of disjuncture and by detailing research related to new media implementation in schools. It will consider if and how traditional schooling and participatory learning can be reconciled. The session will involve brief presentations to focus a moderated and hopefully lively roundtable conversation on the topic.

Cross-cultural Collaboration Facilitated by Digital Creations

Location: Room 5004

Chair: Patricia Díaz (Intel Computer Clubhouse Network)

Participants: Patricia Díaz (Intel Computer Clubhouse Network), Nancy Douyon (University of Michigan, Ann Arbor, MI Museum of Science Clubhouse, Boston, MA), Freedom Reign (Eden Youth and Family Center Clubhouse, Hayward, CA), Tamarind King (Stanford University, Stanford, CA & Bernalillo County Clubhouse, Bernalillo, NM)

The Intel Computer Clubhouse Network is an international community of 100 Computer Clubhouses in 20 different countries around the world. The Computer Clubhouse provides a creative and safe out-of-school learning environment where young people from underserved communities work with adult mentors to explore their own ideas, develop skills, and build confidence in themselves through the use of technology. The Clubhouse Network is very diverse and serves youth with many distinct cultures. This happens in part because Clubhouses are spread through the world in communities such as Harlem, Johannesburg, and Bogota; and in part because in some Clubhouses participants come from many places. For example, Clubhouses in Utah, Australia and Denmark have a large population of immigrants sometimes from neighboring countries, sometimes from far away continents. The panelists of this session, a Clubhouse alumna doing graduate work on human computer interaction; an alumn now the Coordinator of a California Clubhouse; an alumna from Bernalillo currently an undergraduate at Stanford; and the Knowledge Manager for the Network, will discuss how digital creations -from collective music tracks to videos, photomontages, and a traveling puppet- have proven to be suitable tools to facilitate connections, despite language and culture barriers.

PERFORMANCE – 1:15 PM – 1:45 PM

PERFORMANCE (Repeat): Texterritory

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Location: Theater

Chair: Sheron Wray (University of California, Irvine)

Participants: Sheron Wray (University of California, Irvine), Fleeta Siegel Siegel (Kingston University), Anna Scott (University of California, Riverside)

In his novel, The Diamond Age, Neal Stephenson envisioned a world of computational immersion, with humans serving as processor hosts, or reactors. Though optimized wetware is still simplistic (implanted RFID), we are in the midst of this fact: humans are interactive data sets that are at once searchable and computational via the cell phone. One of the drawbacks, which programmers the world over have been immersed in solving for the last 3 yrs, is the tendency for phone culture to “extract” a data set from any given equation/situation; that is, people using cell phones tend to fall out of social interaction, rather than become more deeply immersed in it. Communication via cell phone has traditionally been a very isolating and intrusive experience within social settings. This demo performance will provide the audience an opportunity to experience a cell phone as a communal, socially-connective computational device through an innovative theater technique designed by Sheron Wray and Fleeta Siegel. Currently they are working on a work Grace in Africa. A multidisciplinary group of programmers, theorists, educationalists and arts practitioners will explore the practical development and impact of Texterritory, an 'interactive' cell phone tool that enables audiences to collaborate in the unfolding of a live event within a game-like format enabled via SMS. Within the DML conference Texterritory participants and presenters will co-create the event live, in real time.

SESSION IX – 2:00 PM

How Race, Ethnicity and Class Shape Digital Media Practices and Activism, Part I: Representations of Race, Ethnicity and Class

Location: Auditorium

Chairs: danah boyd (Microsoft Research/Harvard University), Heather Horst (University of California, Irvine), Brendesha Tynes (University of Illinois, Urbana-Champaign)

Discussion Moderator: David Theo Goldberg (University of California, Irvine)

Participants: Alexandrina Agloro (San Francisco State University), Heather Horst (University of California, Irvine), Katynka Martinez (San Francisco State University), Lisa Nakamura (University of Illinois, Urbana-Champaign)

This panel will explore how youth in different cultural contexts navigate race, ethnicity, and class as part of their everyday engagement with digital media. Through analyses of the representations of race, ethnicity and place in avatars, video games, and YouTube videos to related commentary and discourses surrounding race and class in social media, Part I of this session explores how representations and discourses in and through digital media shape the ways youth conceptualize who and how participation takes place. Presentations will include the following: Virtual Labor Migration in Digital Games: Factionalized Identities and Racial Minorities in World of Warcraft (Nakamura); White Boys Can’t Dance: Gatekeeping Culture Online (Horst); Change Clothes and Go: Race,

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Identity, and Virtual Dolls (Agloro); and Home is where the humor is: Youth self-narration online and through games (Martinez). Throughout the session, panelists consider youths' ability to resist and counteract dominant representations of race, class and ethnicity, such as by leveraging their own social capital, labor as well as their ethnic and racial identity. Drawing upon a range of studies - from surveys of American teens and analyses of videos, games, urban and other spaces to qualitative studies of digital media use - we will show that while digital media itself may be gaining cultural ubiquity, how people engage with these technologies challenges uniform depictions of youth, digital media and technology.

Parallel Processes, Diverse Engagements: A Workshop on Youth, Digital Education Tools, and Ethics

Location: Theater

Chairs: John Fenn (University of Oregon), Brian Goldfarb (University of California, San Diego)

Participants: Alexandra Juhasz (Pitzer College), Brian Goldfarb (University of California, San Diego), Lauren Berliner (University of California, San Diego), Andrew Rice, Wayne Yang (University of California, San Diego), John Fenn (University of Oregon), Lori Hager (University of Oregon, Scott Huette (University of Oregon)

The significance of social networking sites and media sharing platforms like youtube, facebook, twitter, and blogs in the social worlds of people of all ages make these attractive and potentially effective components of education projects. As digitally mediated learning becomes commonplace, educators and researchers face complex and nuanced challenges relating to the well-being of young people and others with differences in ability. Alongside teachers in the classroom, teacher-training programs are faced with developing innovative approaches to enable diverse learning styles, promote collaborative and transparent discourse, and provide students with communication skills in emerging media that they can carry off campus into the communities they may work with in their professional lives. The permeable boundaries of online learning contexts, increased possibilities for anonymous participation, and persistence of media online inflect the already vexed questions that surround the ways in which consent and participation is framed or imagined. This roundtable will involve short presentations by seven presenters who will discuss their experiences with two different projects and raise a series of questions for further discussion by attendees.

Ensuring Excellence and Equity in the Design and Implementation of New Media Literacy Curricula

Location: Room 3004

Chair: Sam Gilbert (Harvard University)

Discussants: Sam Gilbert (Harvard University), Katie Davis (Harvard University), Justin Reich (Harvard University)

Schools with limited resources, money, technology and human capital face different challenges in addressing student internet use than high-resource schools, and an equitable approach to teaching new media literacy must address these differences. In

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this session, Justin Reich will give introductory remarks about the issues of anxiety and access, fear and filtering that make schools more or less willing and able to tackle the gray areas of new media use. Katie Davis and Sam Gilbert will then lead the audience through a lesson from OurSpace: Being a Responsible Citizen of the Digital World, a curriculum developed by the GoodPlay Project and Project NML to help schools address the key ethical promises and perils of new digital media. Finally, Reich, Davis, and Gilbert will facilitate a discussion with the audience about how best to tailor new media literacy curricula for schools serving different populations.

A Youth Perspective: Creativity, Consciousness, and Community Culture

Location: Room 4004

Chair: Gail Breslow (Intel Computer Clubhouse Network)

Participants: Nancy Douyon (Museum of Science, Boston, MA; Univ. of Michigan), Tamarind King (Bernalillo County Clubhouse, Albuquerque NM; Stanford Univ.), Freedom Reign (Eden Youth and Family Center, Hayward, CA), Jose Ibarra (EXPO Center, Los Angeles, CA), Anthony Noble (EXPO Center, Los Angeles, CA), Dante Tatum (EXPO Center, Los Angeles, CA), Gail Breslow (Intel Computer Clubhouse Network)

Blending theory and practice, this panel features youth from the Computer Clubhouse, an after-school learning environment where youth explore their own interests, develop skills, and build self-confidence through technology. In the process they become inspired about learning and develop a sense of their own potential. After a short introduction, each panelist will describe what first brought them to the Clubhouse, then show an excerpt of a Clubhouse film, animation, song, or other work they created. They then will describe the making of the piece, what inspired them, who worked with them, what they learned during the process, and how the Clubhouse make-up influenced the project. They will conclude with where they are now, and how participation in a community like the Clubhouse has influenced them. Time for questions, reflections, and discussion will be ample. The panelists are at various stages of life and Clubhouse participation; two are youth members, and two are Clubhouse alumni‚ (one is a full-time Clubhouse Coordinator, the other is in graduate school). Though all have a Clubhouse affiliation, the emphasis will not be on the Clubhouse but on the characteristics that engaged each in meaningful, relevant digital learning, and how their life choices have been affected.

Identity, culture and agency in (the design of) digital media and learning

Location: 5th Floor SW

Chair: Ben DeVane (University of Wisconsin, Madison)

Participants: Ben DeVane (University of Wisconsin, Madison), Ivan Alex Games (Michigan State University), Erica Halverson (University of Wisconsin, Madison), Reed Stevens (Northwestern University)

Discussant: Elisabeth Hayes (Arizona State University)

Recent research on digital media and learning has developed robust understandings about how powerful forms of participatory, interest-driven learning function in ‘everyday’

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knowledge networks and communities. Young people find contemporary digital spaces compelling in part because they afford them the ability to perform identity work. However, exactly what researchers mean when they talk about identity remains ill- defined in the literature. How do we understand the role of identity has in learning with digital media and what are the implications for design? In this session researchers with different views on this question will facilitate an examination of issues of identity, power, culture and agency in digital media. In a seventy-five minute session, presenters will lead a participatory discussion of their research examining, or experiences designing, digital media in which youth learn and perform identity work. Presenters will first provide an overview of their research on the topic, and then facilitate an open discussion of the place of identity in digital media and learning.

Virtual Collaborative Environments for Cultural Heritage

Location: Room 5004

Chair: Maurizio Forte (University of California, Merced)

Participants: Ruzena Bajcsi (University of California, Berkeley, USA), Nicolo’ Dell’Unto (University of Lund, Sweden), Paola Di Giuseppantonio Di Franco (University of California, Merced, USA), Maurizio Forte (University of California, Merced, USA), Fabrizio Galeazzi (University of California, Merced, USA), Chris Johanson (University of California, Los Angeles, USA), David Kirsh (University of California, San Diego, USA), Gregorij Kurillo (University of California, Berkeley, USA), Nicola Lercari (University of Bologna, Italy), Thomas Levy (University of California, San Diego, USA), Susan Schreiban (Digital Humanities Observatory, University of Dublin, Ireland)

A VR collaborative domain is a simulation environment where to test advanced behaviors, embodiment, actions and new methodologies of research and training. It could be conceived as an open laboratory: a place where it is possible to compare the construction and validation of interpretative processes, to investigate new relations among data in space and time, to establish affordances by interactive ecosystems. This session is aimed to investigate what happens in 3D immersive collaborative environments/actions where every user is embodied in cyberspace through participatory activities. Different virtual platforms of participatory learning and collaborative environments are able to create diverse outcome for research and training. Future network of collaborative immersive environments will allow scholars to collaboratively interpret and reconstruct artefacts, sites, monuments, landscapes and cultural information on the basis of participatory immersive interactions (Powerwall, Teleimmersive Systems, Robotics, MuDs, Virtual Communities) and 3D web virtual cyber-spaces.

SESSION X – 3:45 PM

How Race, Ethnicity and Class Shape Digital Media Practices and Activism, Part II: The Production and Reproduction of Race, Ethnicity and Class

Location: Auditorium

Chairs: danah boyd (Microsoft Research/Harvard University), Heather Horst (University of California, Irvine), Brendesha Tynes (University of Illinois, Urbana-Champaign)

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Discussion Moderator: David Theo Goldberg (University of California, Irvine)

Participants: danah boyd (Microsoft Research/Harvard University), Ilana Gershon (Indiana University), H. Erin Lee (University of Texas, Austin), Brendesha Tynes (University of Illinois, Urbana-Champaign), S. Craig Watkins (University of Texas, Austin)

This panel will explore how youth in different cultural contexts navigate race, ethnicity, and class as part of their everyday engagement with digital media. Through analyses of the representations of race, ethnicity and place in avatars, video games, and YouTube videos to related commentary and discourses surrounding race and class in social media, Part II examines patterns around the production and reproduction of race, ethnicity and class in digital media. Presentations include: Identity, Anti-Racist Activism and Civic Engagement in Social Network Sites (Tynes); *Keepin**= It Real: Facebook**=s Honesty Box and African-American Verbal Artistry* (Gershon); White Flight in Networked Publics? (boyd); and What's Race Got To Do With It? Race and Social Capital in the Use of Social Network Sites (Lee and Watkins). Throughout the session, panelists consider youths' ability to resist and counteract dominant representations of race, class and ethnicity, such as by leveraging their own social capital, labor as well as their ethnic and racial identity. Drawing upon a range of studies - from surveys of American teens and analyses of videos, games, urban and other spaces to qualitative studies of digital media use - we will show that while digital media itself may be gaining cultural ubiquity, how people engage with these technologies challenges uniform depictions of youth, digital media and technology.

Cultivating Creativity and Criticality in Schools and After-School Programs with Scratch

Location: Theater

Chair: Yasmin Kafai (University of Pennsylvania)

Participants: Kylie Peppler (Indiana University), Mitchel Resnick (MIT), Deborah Fields (UCLA), Alicia Diazgranados (LAUSD), James Crenshaw (Brentwood Academy, Los Angeles, CA), Karen Brennan (MIT), Nina Parks (Crossroads School, Santa Monica, CA)

In this session, we bring together a group of educators, developers, researchers and youth designers to discuss experiences inside and outside of school to negotiate entry and participation into local as well as global online communities. A recently developed and widely successful file-sharing site for informal programmers, scratch.mit.edu, will be our common reference point and allow us to examine in more depth how new Scratch designers express themselves in their programs, how they begin to participate in an online community of Scratch programmers, and how they began to establish their own status as experts. We are particularly interested in the challenges and opportunities that young media designers face as they negotiate entry into global communities, in creative and ethical considerations related to repurposing existing designs, and the possibilities for engaging in critical reflection inside and outside of school. Our discussions will focus on actual Scratch designs and observations collected over the last four years in elementary and middle school classrooms, afterschool clubs and community technology centers.

Digital Media and Learning as a Post-Academic Field

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Location: Room 3004

Chair: Alexander Halavais (Quinnipiac University)

Discussants: Kathleen Fitzpatrick (Pomona College), Alex Pang (University of California, Santa Cruz), Jeremy Hunsinger (Virginia Tech), David Parry (University of Texas, Dallas)

DML, as with many new fields, finds itself in the interstices of traditional academic practices. It draws clearly from a range of disciplines old and new: sociology, anthropology, education, communication, computer science, psychology, and many others. As such, it brings together theories and methods that must be reinterpreted. Likewise, it brings together practices and makes space for new kinds of practices. Those scholars most likely to engage in research involving learning with new media technologies are often working at the margins of existing institutional structures, and bring that experience to their research practices. Our panel will discuss the role of post- academics--those who work both in institutions of higher learning and in their penumbra-- in the development of the field of digital media and society. To what degree does studying these technologies and their role in learning require us to engage with them in our own research and teaching, and what does this practical engagement affect our ability to influence scholarly discourse within institutions? Speakers will engage questions of open scholarly communication, collaborative research, and the participation of our subjects, our students, our colleagues, corporations, and publics in practices that have traditionally been considered privileged and segregated.

Learning Networks: YouMedia Chicago and New Youth City

Location: Room 4004

Chairs: Cory Garfin (Carnegie Mellon University) and Diana Rhoten (STARTL)

Participants: Colleen Macklin (Parsons School of Design), Steve Gano (American Museum of Natural History), Caroline Payson (Cooper-Hewitt, National Design Museum), Chris Lawrence (New York Hall of Science), Cory Garfin (Carnegie Mellon University), Drew Davidson (Carnegie Mellon University), Nichole Pinkard (DePaul University), Amy Eshleman (Chicago Public Library), Michael Lewis (Carnegie Mellon University), Harmon Pollock (Carnegie Mellon University), Eun Jung Lee (Carnegie Mellon University

In the summer of 2009, the Chicago Public Library opened the YouMedia Space for Teens. Funded by the MacArthur Foundation, YouMedia provides a location for teenagers to explore digital media through hands-on learning with the guidance of student and professional mentors from the Digital Youth Network. An online component allows teens to share their work and stay connected to the programming and each other when away from the space. Similarly, for the last year, a set of NYC youth-serving organizations have engaged in the design and development of the New Youth City Learning Network. A learning network strategy offers three key value propositions: • Students and families: the opportunity to connect formal and nonformal learning in more intentional ways. • Learning organizations: the opportunity to experiment with innovative learning activities and digital media strategies in a low-cost, low-risk manner. • Local education stakeholders: the opportunity to identify and invest in a holistic 21st

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century learning reform that benefits the larger community. This panel will consist of members of the design, implementation, and governance teams for both the Chicago and New York initiatives. It will also provide a forum for conference attendees to explore the possibilities of creating similar programs.

Reconfiguring Productive Media Use: Urban Renewal, Internet Policy and Being on the Move in China

Location: 5th Floor SW

Chairs: Paul Dourish (University of California, Irvine), Silvia Lindtner (University of California, Irvine)

Participants: Elisa Oreglia (University of California, Berkeley), Tricia Wang (University of California, San Diego), Silvia Lindtner (University of California, Irvine),Jing Ge (University of California, San Diego), Jack Linchuan Qiu (Chinese University of Hong Kong)

Discussant: Nicolai Volland (Academia Sinica)

Over the last twenty years, Chinese cities underwent rapid infrastructural and economic transformation. In Beijing, projects of urban redesign accelerated during the years of preparation for the Olympic games in 2008 and similar to Beijing, Shanghai currently undergoes large-scale urban renewal as the city prepares for the Expo in 2010. For many years, these developments have been subject of public and academic discourse depicting China as a nation redesigning its face as it envisions an increasingly central role for itself in the global market. These projects of urban renewal not only shape the landscape of China’s cities, but also become sites of negotiation of ownership, belonging and memory. In this panel we discuss the role digital media plays for various socio-economic groups and their involvement in the urban renewal in China. We address questions such as what can be learned through participation in digital environments when learning extends beyond the digital? How do people on the move, from rural to urban, urban to rural, and transnational act across digital and physical spaces to negotiate their own positions in relation to large-scale urban and economic restructuring? How are urban residents and the floating population respond, adapt, appropriate and resist to state-scale urban interventions?

Digital Media and the Ethics of Young People's Identity Construction

Location: Room 5004

Chair: Sharon Chappell (California State University, Fullerton)

Participants: Sharon Chappell (California State University, Fullerton), Drew Chappell (California State University), Amy Jensen (Brigham Young University), Eve Tulbert (University of California, Los Angeles), Stephani Woodson (Arizona State University)

Understanding young people’s participation in new media provokes a dialog around the cultural models that the media constructs by, for, about and with youth. This panel examines how digital media impacts young people’s identity construction as well as the ethical implications of young people as the focus of digital media production. Through a variety of cultural studies and participatory action research projects, these presentations

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focus on issues of pedagogy and curriculum. The topics include: Dr. Amy Petersen Jensen from Brigham Young University discussing online girl games used in domestic environments and the development of gender identity in those settings; Dr. Drew Chappell from California State University examining technological identities produced in early childhood through children’s television media; Eve Tulbert from University of California Los Angeles exploring how the creation of digital media creates the asset- based identity of AIDS activism for high-risk youth on L.A.'s streets; Dr. Sharon Chappell from California State University Fullerton analyzing the aesthetic qualities of young people’s digital media as they construct social engaged identities in community-based settings; Dr. Stephani Etheridge Woodson from Arizona State University discussing community-based digital storytelling within diverse youth communities, including Phoenix street youth, bone marrow transplant patients, and the Tohono O'odham Reservation.

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CONFERENCE INFORMATION Venues

The Digital Media and Learning Conference will be held at Calit2 located on the University of California, San Diego campus. The Calit2 Division is located on the UCSD campus between the Computer Science building and the Bioengineering building. Parking is available in the Gilman Parking Structure and Hopkins Parking Structure. The Conference Hotels are the La Jolla Shores Hotel and the La Jolla Beach & Tennis Club.

Calit2 University of California San Diego 9500 Gilman Drive La Jolla, CA 92093-0436 Phone: 858-822-4998

La Jolla Shores Hotel 8110 Camino Del Oro La Jolla, CA 92037 Phone: (866) 392.8762 La Jolla Beach & Tennis Club 2000 Spindrift Drive La Jolla, CA 92037 Phone: (858) 454.7126

Wireless Internet

Access for guests: UCSD-GUEST The UCSD-GUEST wireless network is for visitors and guests, and is an unencrypted service requiring daily user registration. As a guest using this service, you can: Browse the Web, including webmail (e.g., gmail), Use VPN to access your home institution, Use SSH, Use most secure e-mail clients.

To connect as a guest: 1. Select the UCSD-GUEST wireless network. 2. Open your browser and bring up a Web site. 3. Follow the instructions to enter your e-mail address and accept the Terms of Use. 4. Click Guest Login. 5. You will be connected to the requested Web site within 2 minutes. (NOTE – 2-5 minutes!) You will be asked to re-enter your e-mail address daily to continue using the network.

Conference website: http://www.dmlcentral.net/conference/ DML Conference on Twitter: #dml2010

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Shuttle Schedule

We will be running a shuttle to/from the conference venue (Calit2, Atkinson Hall) for guests staying at the conference hotel(s), La Jolla Shores Hotel, La Jolla Beach and Tennis Club and the Marriott. The Shuttle Schedule will be as follows:

Thursday, February 18, 2010 Bus 1: Thursday, February 18, 2010 Bus 2:

4:15p Calit2 to La Jolla Shores 4:15 p Calit2 to La Jolla Beach and Tennis Club

4:40p La Jolla Shores to Calit2 4:40p La Jolla Beach and Tennis Club to Calit2

5:00p Calit2 to La Jolla Shores 5:00p Calit2 to Marriott (5:20p) to La Jolla Beach and Tennis Club 5:20p La Jolla Shores to Calit2 5:30p La Jolla Beach and Tennis Club to Calit2 8:45p Calit2 to La Jolla Shores 8:45p Calit2 to La Jolla Beach and Tennis Club 9:30p Calit2 to La Jolla Shores 9:30p Calit2 to Marriott (9:40p) to La Jolla Beach and Tennis Club

Friday, February 20, 2010 Bus 1: Friday, February 20, 2010 Bus 2:

7:00a La Jolla Shores to Calit2 7:00a La Jolla Beach and Tennis Club to Calit2

7:40a La Jolla Shores to Calit2 7:40a La Jolla Beach and Tennis Club to Marriott (7:50a) to Calit2 6:45p Calit2 to La Jolla Shores 6:45p Calit2 to La Jolla Beach and Tennis Club 7:30p Calit2 to La Jolla Shores 7:30p Calit2 to Marriott (7:40p) to La Jolla Beach and Tennis Club

Saturday, February 20, 2010 Bus 1: Saturday, February 20, 2010 Bus 2:

7:00a La Jolla Beach and Tennis Club to Calit2 7:00a La Jolla Shores to Calit2

7:40a La Jolla Beach and Tennis Club to Marriott 7:40a La Jolla Shores to Calit2 (7:50a) to Calit2 6:45p Calit2 to La Jolla Shores 6:45p Calit2 to La Jolla Beach and Tennis Club 7:30p Calit2 to La Jolla Shore 7:30p Calit2 to Marriott (7:40p) to La Jolla Beach and Tennis Club

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MAPS Conference Venue Area

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Conference Hotel Area and Local Restaurants

A. The La Jolla Shores Hotel B. La Jolla Beach + Tennis Club 8110 Camino Del Oro, La Jolla, CA 92037 2000 Spindrift Drive, La Jolla, CA 92037 (858) 459-8271 (858) 454-7126

1. Marine Room Restaurant 6. Clay's La Jolla Category: French Categories: American (New), Sushi Bars, 2000 Spindrift Dr, La Jolla, CA 92037 Lounges (858) 459-7222 7955 La Jolla Shores Dr, La Jolla, CA 92037 (858) 551-3620 2. Piatti Ristorante & Bar Category: Italian 7. Sushi Mori 2182 Avenida De La Playa, La Jolla, CA 92037 Category: Sushi Bars (858) 454-1589 2161 Avenida de la Playa, La Jolla, CA 92037 (858) 551-8481 3. Barbarella Restaurant & Bar Categories: Italian, French 8. Papalulu's Restaurant 2171 Avenida De La Playa, La Jolla, CA 92037 Category: Breakfast & Brunch (858) 454-7373 2168 Avenida De La Playa, La Jolla, CA 92037 (858) 459-3131 4. The Shores Restaurant Categories: American (New), Seafood 9. Bibby's Crepe Cafe 8110 Camino Del Oro, La Jolla, CA 92037 Category: Creperies (866) 644-2630 2166 Avenida De La Playa, La Jolla, CA 92037

5. Osteria Romantica Category: Italian 2151 Avenida De La Playa, La Jolla, CA 92037 (858) 551-1221

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