proof that it's working: invisible children in the classroom

Beth Karlin Transformational Media Lab

Center for Unconventional Security Affairs University of California, Irvine

Proof That it’s Working: IC in the Classroom

1.  Technology and new media are changing how people interact with our natural, built, and social worlds.

Transformational Media Lab

1.  Technology and new media are changing how people interact with our natural, built, and social worlds.

2.  There are potential opportunities to leverage these changes for pro-social / pro-environmental benefit.

Transformational Media Lab

1.  Technology and new media are changing how people interact with our natural, built, and social worlds.

2.  There are potential opportunities to leverage these changes for pro-social / pro-environmental benefit

3.  A social scientific approach provides a theoretical base and empirical methodology to study this potential.

Transformational Media Lab

1.  Technology and new media are changing how people interact with our natural, built, and social worlds.

2.  There are potential opportunities to leverage these changes for pro-social / pro-environmental benefit

3.  A social scientific approach provides a theoretical base and empirical methodology to study this potential.

Mission: Our lab studies how media is (and can be) used to transform

individuals, communities, and systems.

Transformational Media Lab

Film in Schools "I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of books.”

Thomas Edison, 1922

Karlin, B. (2013). Film to School Programs: Active Engagement for Filmmakers in Education. Proceedings of ISA ’13: International Studies Association: San Francisco, CA

Benefits identified in past literature: 1.  Engagement: narrative transportation 2.  Relevance: connect course content to world 3.  Credibility: “borrow” expertise 4.  Empowerment: promote action

Invisible Children

Invisible Children Impacts

Africa America

Research Questions

What are the impacts of Invisible Children on the people who participate in their programs?

1.  Who gets involved?

2.  How do they get involved?

3.  What do they do?

4.  What are the impacts?

Method: School Survey  Goal: Assess impacts of IC tour screenings

 Sample: 4,367 students in 16 schools

  Geographically spread across US (+1 in Canada)

  11 public school, 5 private school

  9 high school, 4 middle school, 3 mixed

  8 schools (50%): first IC screening

 Measure: 50-question scantron quiz

Karlin, B. (2013). Film to School Programs: Active Engagement for Filmmakers in Education. Proceedings of ISA ’13: International Studies Association: San Francisco, CA

What did they do? Behavior % Students

Spoke with others who attended screening 78%

Spoke with others who did not attend screening 65%

Visited IC on the internet (e.g., website) 35%

Joined an IC online community (e.g., Facebook) 21%

Subscribed to an IC newsfeed online 13%

Made a donation (e.g., funds, books) to IC 27%

Purchased any films, apparel, or accessories 19%

Fundraised for IC 15%

Joined and/or started an IC club/organization 12%

None 9% Talk 36% Online 13% Active 42%

Karlin, B. (2013). Film to School Programs: Active Engagement for Filmmakers in Education. Proceedings of ISA ’13: International Studies Association: San Francisco, CA

What are the impacts?

Karlin, B. (2013). Film to School Programs: Active Engagement for Filmmakers in Education. Proceedings of ISA ’13: International Studies Association: San Francisco, CA

What are the impacts?

Karlin, B. (2013). Film to School Programs: Active Engagement for Filmmakers in Education. Proceedings of ISA ’13: International Studies Association: San Francisco, CA

Method: General Survey  Goal: Drill deeper into attitudes and outcomes   Sample: 2,173

  Recruited via email lists & social media platforms   93% were students when exposed to Invisible Children

(60% High School, 17% Middle School, 16% College)   Predominantly female (83%), white (80%), under 25 years old (88%), mid-

upper income (75%), and Christian (73%).

 Measure: Online survey with open- & closed-ended questions: 1.  Demographics 2.  Exposure 3.  Participation 4.  Outcomes

Karlin, B. et al. (2012). Educating, Empowering, and Engaging Through Film-based Activism: A Survey of Invisible Children Participation and Impacts. Irvine, CA: Center for Unconventional Security Affairs.

1.  Education

2.  Empowerment

3.  Engagement

(Knowledge/Skills)

(Beliefs/Values)

(Vocational/Civic)

What are the impacts?

Karlin, B. et al. (2012). Educating, Empowering, and Engaging Through Film-based Activism: A Survey of Invisible Children Participation and Impacts. Irvine, CA: Center for Unconventional Security Affairs.

Impacts: Educate

Knowledge about the issues •  Gained a better understanding of issues in central Africa (97%) •  Pay attention to world affairs (81%)

“I have learned the true meaning of "Where you live shouldn't determine whether you live.” (Social Justice)

“Invisible Children began my awareness of other cultures and other country's political issues.” (Global)

Impacts: Educate

Developing Efficacy and Skills •  Gained self confidence (97%) •  Ability to apply knowledge to solve problems (80%)

“Much more willing to be outspoken and expressive, and discuss/speak publically.” (Communication)

“I was pretty insecure and shy about my abilities and talents. Now I feel that my own unique skills can be used to create change.” (Leadership)

Impacts: Empower

Enhancing Personal Values •  Gained an appreciation for my own life (94%) •  Personal values or priorities changed (66%)

“It has opened my eyes to the importance of life and makes me grateful for what I have.” (Appreciation)

“I see that life and a job is and can be more than making money.” (Meaning)

Impacts: Empower

Understanding Our Connections •  Ability to interact meaningfully with others (82%) •  Things in common with different backgrounds (83%)

“My friendships are strengthened… because they get to see another side of me that I believe to be appealing – empathy.” (Existing relationships)

“I got to meet so many amazing people…and I feel like I gravitate to those people more now, ones willing to make a difference.” (New relationships)

Impacts: Engage

Guiding Academic and Career Choices •  Increased motivation to do well in school (64%) •  Started thinking more about my future (84%)

“I want to work harder, I want to make a difference, I know that what I have to offer can do that.” (Educational)

“Because of IC, I've realized my dream to join the Peace Corps after I am done with school.” (Career)

Impacts: Engage

Enabling Civic Engagement •  Level of interest in volunteering in local community (77%) •  Level of interest in international volunteering (84%)

“I feel confident in dealing with politicians now and getting my point across in government. I feel like I have a voice in this country now.” (Political)

“I have a responsibility to do all that I can to make life better for those less fortunate than myself.” (Philanthropic)

Beth Karlin Transformational Media Lab

Email: bkarlin@uci.edu www.cusa.uci.edu

This work makes a difference. Thank you!