From PSAs to Reel Communities: Exploring the Sounds and Silences of Urban Youth Mobilizing Digital Media Production

Autor/inn/en	Wargo, Jon M.; Clayton, Kara
Titel	From PSAs to Reel Communities: Exploring the Sounds and Silences of Urban Youth Mobilizing Digital Media Production
Quelle	In: Learning, Media and Technology, 43 (2018) 4, S.469-484 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wargo, Jon M.) ORCID (Clayton, Kara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2018.1534859
Schlagwörter	Video Technology; Urban Youth; Acoustics; Social Justice; Writing (Composition); Educational Technology; Technology Uses in Education; Activism; Social Change; High School Students; Educational Media; Public Service; Information Dissemination; Social Problems; Social Bias; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Akustik; Soziale Gerechtigkeit; Schreibübung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Aktivismus; Politischer Protest; Sozialer Wandel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsmittel; Public services; Öffentlicher Sozialdienst; Informationsverbreitung; Social problem; Soziales Problem
Abstract	Amplified by a global political climate of fear, oppression, and increased nationalism, this article examines how U.S. secondary students in a digital media elective course used multimodal composition, and video production in particular, as a nexus of 'participatory politics.' By partnering theories of multiliterate expression with youth civic engagement, it offers new understandings into how urban youth use digital media production to leverage school-based social action. Refracted through a mediated discourse analysis lens, and with a particular focus on sound as a modal resource for design, findings suggest that youth used media production and semiotic sense-making to simultaneously enliven community action as well as shield students from personal histories of trauma. By engaging in the process of digital media production, as this article suggests, students cultivated new core practices of civic interaction and local engagement by amplifying injustice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01