Digital Media and Learner Identity The New Curatorship
Drawing on research into autobiographical video production by young learners to present a theory of curatorship and new media, this work explores facets of literacy and identity theory which provided the initial frames for examining the work and shows how
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“This book reflects two of the many strengths of John Potter’s work in the field of media education. The research is rooted in his experience as an educator of children, young people, and teachers, and has an authority in practice. It also challenges us to think differently about our understandings of identity, digital media, and curatorship, and encourages us to engage actively with new concepts of literacy in a digital age.” —Avril Loveless, School of Education, University of Brighton, UK “Potter’s clarity of thought and innovative use of the metaphor of curatorship produces valuable insights into the ways in which children use digital media to negotiate culture, identity, and social roles. Rooted in long experience of classrooms and in detailed empirical research, it is an essential read for researchers, students, and practitioners in the fields of literacy, new media, and childhood studies.” —Andrew Burn, DARE (Digital/Arts/Research/Education), Institute of Education, University of London “This book makes an original and important contribution to scholarship in new media. Based on a study of children’s autobiographical filmmaking, John Potter vividly illustrates the explanatory power of the metaphor of curatorship. This is essential reading for those interested in new literacies and media studies.” —Guy Merchant, Sheffield Hallam University, UK
10.1057/9781137004864 - Digital Media and Learner Identity, John Potter
Copyright material from www.palgraveconnect.com - licensed to New York University - Waldmann Dental Library - PalgraveConnect - 2016-03-30
Advance Praise for Digital Media and Learner Identity
Much has been written during the first decade of the new millennium about the potential of digital technologies to produce a transformation of education. Digital technologies are portrayed as tools that will enhance learner collaboration and motivation and develop new multimodal literacy skills. Accompanying this has been the move from understanding literacy on the cognitive level to an appreciation of the sociocultural forces shaping learner development. Responding to these claims, the Digital Education and Learning Series explores the pedagogical potential and realities of digital technologies in a wide range of disciplinary contexts across the educational spectrum both in and outside of class. Focusing on local and global perspectives, the series responds to the shifting landscape of education, the way digital technologies are being used in different educational and cultural contexts, and examines the differences that lie behind the generalizations of the digital age. Incorporating cutting-edge volumes with theoretical perspectives and case studies (single authored and edited collections), the series provides an accessible and valuable resource for academic researchers, teacher trainers, administrators, and students interested in interdisciplinary studies of education and new and emerging technologies.
Series Editors: Michael Thomas is a senior lecturer at the University of Central Lancashire and edit
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