Teens, Media and Collaborative Cultures
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TEENS, MEDIA AND COLLABORATIVE CULTURES. EXPLOITING TEENS’ TRANSMEDIA SKILLS IN THE CLASSROOM Carlos A. Scolari (Ed.) TRANSLITERACY H2020 Research and Innovation Actions TEENS, MEDIA AND COLLABORATIVE CULTURES. EXPLOITING TEENS’ TRANSMEDIA SKILLS IN THE CLASSROOM Carlos A. Scolari (Ed.) TRANSLITERACY H2020 Research and Innovation Actions FIRST EDITION March 2018 EDITOR Carlos A. Scolari Universitat Pompeu Fabra - Barcelona Roc Boronat, 138 08018 Barcelona - Spain EDITING M.J. Masanet M. Guerrero-Pico M.J. Establés TRANSLATIONS AND COPY-EDITING Catherine Stonehouse PHOTOGRAPHS Transmedia Literacy Research Team DESIGN Ars Media (Turin, Italy) PRINTER Ce.Ge (Barcelona, Spain) ISBN: 978-84-697-9843-0 ISBN: 978-84-09-00155-2 Attribution 4.0 International (CC BY 4.0) The TRANSMEDIA LITERACY project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement nº 645238 Index Foreword - D. Buckingham ...................................................................................................................................................................5 The Transmedia Literacy Research Project - C.A. Scolari ........................................................................................................8 Introduction: from Media Literacy to Transmedia Literacy - C.A. Scolari ......................................................................12 FIRST PART SECTION 1 Transmedia Skills and Informal Learning Strategies 1.1 Production Skills - S. Pereira and Pedro Moura ..................................................................................................................22 1.2 Management Skills - R. Koskimaa ..........................................................................................................................................33 1.3 Performative Skills - Ó. Pérez and R. Contreras .................................................................................................................44 1.4 Media and Technology Skills - l. gaspard and H. Horst ....................................................................................................52 1.5 Narrative and Aesthetic Skills - M. Guerrero-Pico and N. Lugo....................................................................................60 1.6 Risk Prevention, Ideology and Ethic Skills - M.J. Masanet and M.J. Establés .........................................................69 1.7 Informal Learning Strategies - C.A. Scolari.........................................................................................................................78 SECTION 2 Media and Platforms 2.1 YouTube - E. Gutiérrez, E. Rey and L. Melo ............................................................................................................................88 2.2 Wattpad - S. Tirocchi ...................................................................................................................................................................93 2.3 Instagram - I. Márquez and D. Lanzeni ..................................................................................................................................98 2.4 Facebook - R. Winocur and S. Morales ...............................................................................................................................102 SECTION 3 Research and Action 3.1 Ethnographic Strategies for Revealing Teens’ Transmedia Skills and Practices S. Pink and E. Ardévol ................................................................................................................................................................108 3.2 Exploiting Transmedia Skills in the Classroom. An Action Plan - S. Amici and G. Taddeo ................................. 118 SECOND PART Teacher’s Kit - Didactic Cards .....................................................................................................................................................129 Foreword David Buckingham EMERITUS PROFESSOR, LOUGHBOROUGH UNIVERSITY United Kingdom VISITING PROFESSOR, KING’S COLLEGE LONDON United Kingdom Media literacy is by no means a new idea. One can look media alongside that of written language. Importantly, back to the 1970s and find examples of research and it also puts questions about learning on the agenda. It educational projects in the field of television literacy. presumes that understanding media isn’t wholly natural Work on visual literacy dates back even further, to the or automatic: it isn’t something you learn just by using early 1960s; and the idea that film requires a kind of media, or something that is acquired with little effort. literacy was being developed by the Soviet film-makers On the contrary, it implies that – as with traditional Pudovkin and Kuleshov as long ago as the 1930s. In literacy – there is a process of more or less deliberate more recent decades, we have had advertising literacy, teaching and learning that needs to take place as well. internet literacy, game literacy, information literacy and digital literacy, among many others. These different Of course, literacy has always been a contested term. media literacies have rather different histories and What counts as literacy, how we measure it, who defines motivations: some are primarily about protecting it and why they do so – these are social and political young people from harmful influences, while others are questions. We need to pay close attention to the work about empowering them to create their own media; this concept is doing, and whose interests it serves. some focus on instrumental skills, while others are Literacy can function as a means of empowerment, about developing critical awareness; some are about but also as a technology of social control. Historically, the basic grammar of the medium, while others take a one can identify literacy ‘crises’ – moments where much more broad-ranging, conceptual approach. literacy, or a lack of literacy, comes to be seen as a social problem. Sometimes this is a general phenomenon, but To talk about literacy in this context is implicitly to sometimes it is applied to particular groups in the wider make a claim for the status or importance of new population. It may be that we are at such a moment of 5 crisis right now, especially with respect to social media. companies have also greatly enhanced their ability But it is precisely at such moments that we need to take to gather and sell data about their customers. New particular care. Do we need this concept at all? Why do media have by no means replaced older media, but we need it, and who says that we do? Who in particular the boundaries between public and interpersonal is seen to be lacking in literacy at this time, and what’s communication have become increasingly blurred. the basis for these claims? New challenges have emerged, for example in the form of ‘fake news’, online abuse and threats to privacy; In the past couple of decades, media literacy has while older concerns – for example about propaganda, become an important dimension of media policy. pornography and media ‘addiction’ – have taken on Governments have been ever more reluctant to a new form. The global media environment is now regulate media, partly because of their commitment to dominated by a very small number of near-monopoly the so-called ‘free market’, but also because technology providers, who control the most widely used media seems to be defeating attempts at centralised platforms and services. control. As an alternative, regulatory bodies around the world are now increasingly required to promote The authors of this book are proposing a new form media literacy. Media literacy is also a dimension of of media literacy to help us deal with this new media international policies, for instance in the European ecology – to respond to its new challenges and take Commission and in UNESCO. In these contexts, media advantage of its new opportunities. While their label – literacy has a kind of ‘feel-good’ appeal: after all, transmedia literacies – might seem new, the approach nobody is likely to argue for media illiteracy. We can all they outline here seems to me to build on the insights agree that media literacy is a Good Thing, as long as and achievements of decades of work in this field. we don’t probe too closely into what it actually means. There are a great many abstract theories about the As a result, media literacy is often poorly defined. It characteristics and impacts of new media, and their frequently seems to be more of a rhetorical gesture social and psychological implications. Several of these than a concrete commitment. Furthermore, media inform the various contributions here. However, what literacy is largely seen as a responsibility for media these authors are presenting is both concrete empirical regulators: even now, in a world that is completely research and a set of tools that are designed to be of saturated with media of various kinds, very few practical use for educators. They offer a taxonomy of ministries of education seem to regard it as a priority. media literacy skills and practices, which includes the Establishing a firm basis for media education in the very latest social media but incorporates older media compulsory school curriculum has been a long struggle, as well. They provide frameworks that will help us to and there are very few places where it has been think through the range of formal and informal learning successfully achieved. practices that are involved in engaging