工作台修砂護蓋

工作台修砂護蓋

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Abstract. Based on work in media studies, new literacy studies, appliedlinguistics, the arts and empirical research on the experiences of urban youths’informal media arts practices we articulate a new vision for media education inthe digital age that encompasses new genres, convergence, media mixes, andparticipation. We first outline the history of how students’ creative productionhas been used to meet the goals of media educators and highlight new trends inmedia education that are instructive for creative production. Our goal is tointroduce and situate the new ways in which youth are participating in creativeproduction and the subsequent impact that this might have on teaching andlearning media education today. Findings from an ethnographic study are usedto demonstrate the potential of youth producing new media, such as videogamesand interactive art, on media education research and practice.Media education in the digital age needs to take into account recent theoreticaldevelopments of cultural convergences, media mixes, and new forms ofparticipation. New genres such as hypertext (Bolter & Grusin, 1999), whichbreak with the linearity of traditional media, are now used on the Internet, andmarginalized media such as videogames (Gee, 2003) have gone mainstream, allcontributing to the phenomenon of media mixes (Ito, 2006). These new mediamixes have been most prominently discussed within the context of convergence(Jenkins, 2006a), suggesting that we need to examine how the participatoryculture has radically shifted how we conceptualize the field. As the lines between