Index

abstraction and criticalcompetency 147

abusive behavior see cyberbullyingaccess see digital divide and inequalities

in accessactive responses to media 45–6active audiences 85–6activist groups and social

networking 17–18, 183, 184–7and bricolage 59, 107culture jamming 57–8environmental activism andfilm 51see also agency

Adbusters 57–8Adorno, Theodor 37–8, 72adulthood: delayed entry 20–1advertising industry 39–40Channel One domination in

schools 35–6cross-marketing and brands 30,

31–2, 53, 74, 165food and beverage marketing in

US 73–4, 166invasiveness of online

advertising 32–3, 161–7lack of regulation of online

advertising 164–5, 166lonelygirl15 brand construct 98research on and harnessing of youth

trends 19–20, 21–2, 40, 94

and role of media education 194youth practices and digital

media 161–7see also marketing

Advocates for Youth 57affinity groups 102, 183age and media usage 25–6agency

and consumer culture 39, 40–1, 59critical citizenship and media

education 199–200fear and violence in media 44and youth media production

109–10, 112–36, 199see also active responses to media

aggressive behavior and violence inmedia 44–5, 86–7, 194

AIDS see HIV/AIDS youth mediaproductions

Alliance for a Media LiterateAmerica 11–12

alphabet and emergence ofliteracy 140–1

ancient Greek alphabet andliteracy 140–1

anti-smoking public serviceannouncements 53–5

Arendt, Hannah 197, 198arrangement and rhetoric in digital

age 178

Media Literacies: A Critical Introduction, First Edition. Michael Hoechsmann and Stuart R. Poyntz.� 2012 Blackwell Publishing Ltd. Published 2012 by Blackwell Publishing Ltd.

‘articulation’ and socialnetworking 154

arts-based online communityaction 184–7

association and difference andmeaning 82

audience and media educationapproaches 66, 84–92, 149–50

and cultivation analysis 81, 87, 90and learning through youth media

production 108–9and Media Literacy 2.0 152–3

Australia and media education 10author and intentional fallacy 86avatars 155, 157

Baby Einstein (educationalsoftware) 52

Bakhtin, Mikhail 124, 135, 197Barthes, Roland 63, 83, 86‘bedroomculture’ andmedia usage 24belonging and youth media

production 134Benjamin, Walter 42, 105Bennett, W. L. 188Big Four media companies 28–9,

32–3, 38, 40, 72–3Biggest Loser, The (TV reality

show) 68, 69–71Billboard Liberation Front 58billboard-refacing movement 58blogs 171Bloom, Allan 2body image and media

representations 84, 87book

as cultural repository ix–xsee also print culture

boyd, dana 154, 158Bragg, Sara 106–9, 122–3brain and new digital media 8, 168,

172see also intelligence

brandingand anti-smoking truth

campaign 54–5

and children and youthmarket 30–3, 53, 94, 98

immersive advertising aimed atchildren 164–6

lonelygirl15 brand construct 98Bree/lonelygirl15 phenomenon 94,

97–9bricolageand culture jamming 58–9young people as creative

consumers 107, 110–11broadcast mediaand Media Literacy 1.0 2–3see also television

Buckingham, David 5, 148, 162benefits of youth media

production 105, 110children and television 45defense of media studies 191, 192,

193and empowerment model 6

Buffy the Vampire Slayer (TVseries) 57

BUGA UP movement 58Burke, Kenneth 92Burn, Andrew 147

capitalism and media production 37,72–3

carnivalesque and children’s agency135

cell phonesmulti-media content delivery and

usage 24, 151–2, 158as profitable consumer market 161

Center forMedia Literacy (US) 12, 65,167

Centre for Visual Methodologies andSocial Change (CVMSC) (SouthAfrica) 186

centrifugal and centripetal aspects ofconvergence 167

change and new literacies 64, 143media education and soft change

200–1Channel One (US) 35–6

218 Index

children and young people’s medialives 6–7, 17–34

as audiences and receptiontheories 90–2

branding and creation ofconsumers 30–3, 53, 74, 98

complexity of media usage 27, 33,88, 110–11, 151–2, 183

conventional teaching anddigital natives 7–9, 106–9,145, 190

corporate influences 28–9, 32–3,38, 40, 72–3, 98

data collection and surveillanceon 162–3, 164, 166

demographics and consumerculture 20–1, 162

enjoyment of digital media 22–3,132–6, 149

and food and beverage marketing inUS 73–4, 166

inequities and parental concerns25–7, 34, 89

market research on youth trendsand consumption 19–20, 21–2,40, 94

media for very young children18–19, 29, 48–9, 52

misunderstanding and interpretationof film 42–3

research on media usage 23–5, 34,88–90, 91–2

research on violence inmedia 43–4,86–7, 91–2, 194–5

and role of learningenvironments 146–9

and ‘top-down’ approaches to digitalliteracies 144–6

young girls’ engagement withpopular culture 60–2

see also youth media practices andnew digital literacies

Children in Communication aboutMigration project 134

Children’s Television Workshopprograms 48–9

choicenarrow range of media output 73see also agency

cinemachildren’s misunderstanding and

interpretation of film 42–3early analyses and need for education

on 42films as learning tools 50–1representation and cultural

tradition 75–6see also film education and studies;

video productioncitizenship education and digital media

issues 145–6critical citizenship and media

education 195–201and cultural difference 159

civic engagementand Educational Video Center

approach 128, 129and Facebook 17–18and film 51and individualized media

interaction 34and media literacies 201young people and video gaming 27youth practices and digital media

188–9, 196see also citizenship education and

digital media issues; communityclassical world and literacy 140–1codes

of belonging and mediaproduction 134

and media texts 77–9, 81–2, 128coding frame and content analysis

79–80collaboration

collaborative culture 189new digital media projects 170and teaching methods 190video projects 119–20, 129–30

‘collective intelligence’ 188–9, 190, 198Columbine High School massacre 4,

43, 171–2

Index 219

commercializationof educational learning media 52–3profitability of computer market

161of television 2, 35–6, 47see also advertising industry;

marketingcommodification andmedia 37–8, 39,

194communication technologies ix, x

see also cell phones; Internet; socialnetworking media

communication and youth mediapractices 155, 158–61, 190

communityyouthmedia practices andnewdigital

media 182–9, 190and youth media production

118–22, 125–32, 147see also civic engagement

computer games see video and onlinegaming

computersaccess see digital divide and

inequalities in accessas profitable consumer goods 161transformation over time 143

connotative meaning 83consciousness and youth media

practices 153–5, 156–8, 190consumerism and young people 39, 40

branding and creation ofconsumers 30–3, 53, 74, 98

commercialism and educationaltelevision 35–6, 47

creative consumption 102–4,110–12

food and beverage marketing inUS 74, 166

influence of Big Four 28–9, 32–3,72–3

market research 19–20, 21–2, 40and role of media education 194spending power 21–2youth practices and new digital

media 161–7

Consuming Kids (DVD and curriculumpackage) 167

consumption and surveillance andyouth media practices 161–7

content analysis 79–81‘continuous inquiry’ teaching

practice 128–9conventional teaching and digital

natives 7–9, 106–9, 145, 190conventions in media texts 78, 128convergence culture and digital

media 5, 7, 33and advertising practices 164–6and youth media practices 167–70

Cooney, Joan Ganz 48copy-paste and youth media

practices 174, 177–82copyright law and copy-paste

culture 177, 178–9, 181–2, 195corporate context 15–16deregulation and branding boom

30–1dominance of Big Four

companies 28–9, 32–3, 38, 40,72–3

and need for media education 194production and media education

68, 72–6surveillance of young consumers

162–3Creative Commons archive 179, 181,

194creative economies and youth media

production 102–4, 193creativity and youth media

production 190creative consumption 102–4,

110–12and dialogic relations 123–32pleasure factor 132–6, 199and self-expression 110, 115–23and self-representation 175–7and skills-based training 114–15,

126, 146, 193and youthmedia practices and digital

media 170–4, 175–7

220 Index

critical citizenship and mediaeducation 195–201

critical thinkingcritical citizenship and media

education 195–201documentary workshops and critical

literacy 128–9as essence of media education 15,

46, 47, 63, 114, 136, 192, 193,194–5

and future of media literacy andeducation 191–3, 195–200

role of learning environments indevelopment of 147–9

and threat from media 37–9and youthmedia practices and digital

media 154–5and youth media production

108–9, 110, 114, 128–9, 136cross-marketing and branding 30,

31–2, 53, 74, 165‘crowded talk’ 124–5‘crowdsourcing’ 189, 200cultivation analysis 81, 87, 90cultural difference and youth media

practices 159–60cultural imperialism 38, 39, 88, 89cultural lifecorporate dominance and restriction

of 73, 98early media education and ability to

discriminate 37and emergence of literacy 140–1impact of branding on children and

young people 31–2impact of media on 92–9lack of self-representations of

youth 117–18, 127and media education approaches

66, 67–8, 92–4, 97–9,149–50, 198

andMedia Literacy 2.0 152–3, 193–4youth media practices and cultural

difference 159–60cultural references from media 19, 84cultural studies approach 64, 66–99

cultural traditionsand emergence of literacy 140–1and media production 74–6

culture of convergence see convergenceculture and digital media

‘culture industries’ andcommodification 37–8, 39, 194

culture jamming 57–8and bricolage 58–9

cyberbullying 39, 145–6, 194, 195cybercommunities 187–8cyberethics and copy-paste

culture 177, 179, 181–2cyborg intelligence 169

danger see riskdata collection and new digital

media 162–3, 164, 166de Block, L. 134‘death of the author’ 86Debord, Guy 57deconstruction and media

education 63, 128, 198Degrassi TV franchise 57democratic participation

and critical citizenship 196, 197,198–9, 200

and youth media production 112,130–2

demystification and mediaeducation 63, 198

denaturalization and mediaeducation 63, 198

denotative meaning 83Department for Education and Skills

(UK) 144deregulation of media industry 30–1Derrida, Jacques 63Dery, Mark 57Dewey, John 129, 157diachronic representation 67–8dialogic relations and media

education 149and critical citizenship 197–200and youth media production 115,

123–32

Index 221

differenceand association and meaning 82cultural difference and youth media

practices 159–60digital divide and inequalities in

access 25, 33, 34, 88–90, 147, 201lesseningwith newer technologies 6and media production lessons in

schools 113–14, 126, 146digital literacies and new media

137–50conventional teaching and digital

natives 7–9, 106–9, 145, 190enabling youth media

production 102, 104, 127–8influence of media on meaning and

message 76limitations of top-down

approaches 144–6nature of new literacies 141–3and role of learning

environments 138–9, 144–5,146–9

and space for young people’sactivities 22–3

see also convergence culture anddigital media; Media Literacy2.0; youthmedia practices and newdigital literacies

discipline and youth mediaproduction 122–3

discourse and semiotics 82–3Disney 58, 73

corporate power and influence28–9, 30, 38

educational role and products 17,19, 52

‘distributed cognition’ 169–70, 190documentary workshops and critical

literacy 128–9dominant media readings 91‘double-voiced discourse’ 124Driver, S. 187Drotner, Kirsten 146–7, 154, 159dual-income families and

consumerism 22

‘dumbing down’ of television 2Dyson, Anne Haas 111

‘Echo boom’ 22economic system and media

production 72–3youth media production and creative

economies 102–4, 193educationanachronistic curriculum and need

for change 64conventional teaching and digital

natives 7–9, 106–9, 145, 190marginalization of media literacy in

curriculum 138television as site of learning x, 46–9‘top-down’ approaches to digital

literacies 144–6see also learning; media education;

public pedagogyeducational achievement levels 25, 49and media production lessons in

schools 113–14educational children’s television

programming 46–9, 52–3news programming and Channel

One 35–6problem of commercialism 35–6,

46–7Educational Video Center (EVC) (New

York) 128–9‘edutainment’ 50–1, 55–7effects see media effects modeleffects without guarantees model

92–3employment and creative

economies 103–4empowerment and media

education 5–6youth media production 117–18,

128–9, 199see also agency

encoding of cultural life 78–9, 81–2,91

entertainment education 50–1, 55–7Erstad, Ola 144, 161

222 Index

ethnicity and media usage 25, 26ethnographic researchand peer-to-peer mentoring

project 130–1social networking sites 154and video gaming 91–2

experiential learning and SecondLife 157–8, 174

‘extended youth’ era 20–1

Facebook (social networking site)17–18, 25, 59, 153–4, 160

‘false consciousness’ 37–8fear and violence in media 44Federal Communications Commission

(US) 31film education and studies 9, 47,

112–13, 116see also cinema; video production

film production workshops in US125, 128

Fleetwood, Nicole 122, 123food and beverage marketing in US

73–4, 166Foucault, Michel 123Frankfurt School 37–8Frau-Meigs, Divina 12–13, 200–1Freire, Paulo 197‘functional literacy’ 137, 139, 141

games see video and online gaminggay, lesbian, bisexual and transgender

online communities 187–8Gee, Jim 172–3gendertrivialization of female pop culture

practices 60–1and video gaming 27

Gendering Adolescent AIDS Prevention(GAAP) project 186

Gerbner, George 44, 81, 87Giddens, Anthony 40Girl Talk 181Girls Intelligence Agency 33Giroux, Henry 35–6, 50Goldfarb, B. 46, 129

Goodman, S. 117, 128–9Goody, Jack 141Google 162, 182Google Maps/Google Earth 179Gore, Al 50–1Grace, D. J. 132, 134–5Gramsci, Antonio 197Grand Theft Auto video game 91–2Greenfield, Patricia 145, 159Grimes, Sara M. 163, 164–6Groening, Matt 95, 96group work and youth media

production 123–4‘Gutenberg Parenthesis’ 5

Hall, Stuart 74–5, 91, 133, 154harm reduction and media

education 195Harper, Bob 70–1health

children and media 26, 73–4, 166see also HIV/AIDS youth media

productions; obesityHesmondhalgh, Desmond 102, 103heuristics and media literacy 65–6,

152history and media 63–4, 93HIV/AIDS youth media

productions 119–22, 184–7Hoechsmann, M. 94, 117Hoggart, Richard 9homogenization of media 38Horkheimer, Max 37–8, 72human–machine convergence

169–70Hurd, Geoff 113hybrid digital literacies 190hypersociality and media usage 33hypodermic media effects model 44,

85, 86–7, 88

ICT courses in schools 144, 146identity

identity groups and onlinecommunity-building 183,187–8, 200

Index 223

identity (cont’d)and online intuitive advertising 162video games and production of

student subjectivities 176–7virtual identities 155, 156–8, 174and youth media practices 153–5and youth media production 111,

115–23, 132–3, 136ideology and media interpretation

67–8, 81Illich, I. 141imitation and youth media

production 114–15‘immersive advertising’ 32–3, 161–7immersive media model 6, 15, 18Inconvenient Truth, An (documentary

film) 50–1individuals/individualization

personalization and mediausage 33, 34

and reality TV shows 70–1and technology in 1990s 2

inequality see digital divide andinequalities in access

information processing and new digitalliteracies 160, 167, 168, 201

copy-paste culture 174, 177–82‘information literacy’ training 177and video gaming 173

information technology courses inschools 144, 146

insider knowledge of mediaconsumer 16

‘insider mindset’ and newliteracies 142–3, 173

instant messaging (IM) 158instrumentalism

and school-based learning 132and skills-based training 114, 115,

146, 193intelligence

‘collective intelligence’ 188–9, 190,198

‘distributed cognition’perspective 169–70, 190

see also brain

intentional fallacy 86interactive media 152and ‘immersive advertising’ 32–3,

161–7and media literacy 4–5range of interactive media 6–7see also Internet; networking; social

networking media; video andonline gaming; youth mediapractices and new digital literacies

interest groups and onlinecommunities 183

intermediate youth mediaproduction 111–12

Internetchildren’s experiences in India 89complexity of communication

variables 27, 33, 151–2, 183cyberbullying 39, 145–6, 194, 195growth since 2000 4, 6, 25invasiveness of online

advertising 32–3, 161–7as profitable consumer market 161research on young people’s

usage 24, 25, 34user-generated content 169–70,

171, 179–82, 184–7, 189see also digital literacies and new

media; Facebook; socialnetworking media; video andonline gaming; YouTube

intertextuality and media texts 19, 84intuitive advertising 162invention and rhetoric in digital age

178Ito, Joi 181

Jenkins, Henryappropriation and sampling 179‘collective intelligence’ 188convergence and information

processing 5, 160, 167, 169participatory culture 102, 155play and video gaming 172, 174

Johnson, Richard 65–6, 76, 93, 152Johnson, Steven 172

224 Index

Jordan, Michael 94journalism: user-generated content

171judging and critical citizenship 198–9just-in-time learning 145, 173, 189

Kaiser Foundation 56–7Kelly, Deirdre 117‘key concepts’ model of media

education 65Kline, S. 44–5Knobel, M. 140, 142, 144–5knowledge production and new

media 64, 108‘collective intelligence’ and digital

media 98, 188–9, 190convergence and new digital

literacies 167–8, 170youthmedia production 119–22, 130

Kubey, R. W. 11

languageancient Greek alphabet and

literacy 140–1see also rhetoric; semiotics and media

textsLankshear, C. 140, 142, 144–5lay literacies and new media 142–3Leadbeater, C. 103Leander, K. 133learningboom in learning media 49, 52–3conventional teaching and digital

natives 7–9, 106–9, 145, 190effectiveness of children’s learning

television 48–9experience and Second Life as

educator 157–8, 174film as learning tool 50–1formal and informal contexts 18,

101, 111–12, 132, 145, 146–9, 190‘top-down’ approaches to digital

literacies 144–5and video gaming 172–4, 175–7writing and learning through media

production 105, 106–9

youth media production aspraxis 101, 104–10, 113, 149, 199

see also media educationLeavis, F. R. 37Lee, Spike 75Lenhart, A. 26, 27Lessig, Lawrence 178, 179, 180, 181L�evi-Strauss, Claude 67Levine, Peter 188limited effects model 92Linux software 179literacy

benchmarks and culturalsignificance 141

definitions and meanings 14–15,137

expanded meanings in modernworld 139–41

Sesame Street and educational TVprogramming 48, 49

see also digital literacies and newmedia; media literacy; print culture

literary studies 81, 85–6Livingstone, Sonia 20–1, 24, 27, 200lobby groups and Facebook 17–18lonelygirl15 phenomenon 94, 97–9lottery effects model 92–3Low, B. E. 117low-income children and media

production training 113–14, 126Lowndes, Douglas 116Lury, Celia 77Lyotard, Jean-Francois 201

McChesney, Robert 73MacEntee, Katie 184–7machines: human–machine

convergence 169–70McLuhan, Marshall 76McRobbie, Angela 59, 103, 110Marcuse, Herbert 37–8marginalized youth

and media production 113, 116,118, 122, 126

and online community-building183, 187–8, 200

Index 225

marketingbranding and creation of

consumers 30–3, 53, 74, 98and educational television

programming 35–6, 47food and beverage marketing in

US 73–4, 166multimedia anti-smoking truth

campaign 54–5profitability of computer market

161research into youth trends and

consumption 19–20, 21–2, 40,94

and youth practices and new digitalmedia 161–7

see also advertising industryMartin-Barbero, Jesus 5‘mashups’ 168, 177, 178–82Masterman, Len 3–4, 16, 114‘mean world syndrome’ 44meaning

and active audiences 85–6see also semiotics and media texts

Media Awareness Network(Canada) 167

Media Commission of the NationalCouncil of Teachers of Englishconference (US) 65

media education x–xi, 34, 35–62conventional teaching and digital

natives 8–9, 106–9, 145, 190danger of focus on technical over

analytical training 13–14,113–14

and debates on violence inmedia 43–6, 87, 194–5

empowerment and education 5–6future development 12–16,

191–202historical development as subject in

schools 9–12, 144learning environments and new

digital literacies 144–5, 146–9and limitations of top-down

approaches 144–6

and Media Literacy 1.0 era 2–4,63–99

Media Literacy 2.0 and youthpractices and digital literacies149–50, 151–90

media and new learninghorizons 41–3, 128–9

media as public pedagogy 41–3merits of television in education

46–53need for holistic approach 147–9negative attitudes towards 191–3as opportunity for new approach in

teaching 16, 128–9policy and prospects for future

development 12–16, 193–4,201–2

and soft change 200–1see also critical thinking; educational

children’s televisionprogramming; learning; medialiteracy; media studies incurriculum; public pedagogy;youth media production

Media Education Foundation (US)12, 167

media effects model 44, 85, 86–90effects without guarantees 92–3limited effects 92

media industries see advertisingindustry; corporate context

media literacy 1–16analytical and creative aspects

100–1, 128–9, 147–9definitions 1, 15, 137empowerment and participation

5–6models of x–xi, 2–7moral agenda 14negative attitudes towards 191–3range of multimodal texts 1–2reactive positioning 4–5see also digital literacies and new

media; media education; MediaLiteracy 1.0; Media Literacy 2.0;youth media production

226 Index

Media Literacy 1.0 x–xi, 2–4, 63–99,138, 193

and audience 84–7, 90–2and critical citizenship 198and cultural life 67–8, 92–4, 97–9demand for new heuristics 65–6,

152–3and production 68, 72–6and text 76–84

Media Literacy 2.0 x–xi, 4–7and critical citizenship 198and digital literacies and new

media 137–50, 193historical context 139–41opportunity for mainstream

educational role 138–9and youth media practices 151–90

media productionas educational subject in schools

13, 16as less important aspect of media

education 100–1and media education approaches

66, 68, 72–6, 149–50and Media Literacy 2.0 152–3see also corporate context;

technologies of media production;youth media production

media studies in curriculum 64negative attitudes towards 191–2see also film education and studies

media texts see text and mediaeducation approaches

‘mediacy’ 15mentoring and youth media

production 130–1merchandizing tie-ins 30, 31–2, 53,

54–5Merchants of Cool (PBS

documentary) 19–20Michaels, Jillian 70–1mind: privileging of 100, 113–14Mitchell, C. 185Mitchell, Claudia 133mobile media 161see also cell phones

Moletsane, Relebohile 119–22Montgomery, K. C. 26, 32–3, 56, 74moral agenda of media literacy 14moral panics and modern media

38–9, 92, 194MTV channel 2, 56–7multimedia anti-smoking truth

campaign 54–5multitasking youth and media

usage 24, 168–9, 172Murdoch, Rupert 73Murray, John 184–7music

remixes 180–1young girls and pop music 60–2

MySpace (social networking site) 154myth and media images 83

National Association forMedia LiteracyEducation (US) 65

National Media Education Conference(US) 11–12

Navas, Eduardo 180NBC-Universal 73negotiated media readings 91neoliberalism and marketing to young

people 30Neopets online community 163, 164network thinking and new digital

media 160, 198networking

children and young people’s mediausage 33–4

dissemination of youth mediaproduction 160–1

see also social networking mediaNew Criticism 85, 86new digital literacies see digital literacies

and new mediaNew Literacy studies 140New London Group 149News Corp. 28, 38, 73news programming for young people

Channel One domination inschools 35–6

Youth Radio in US 126–8

Index 227

Nicktropolis (virtual gamingworld) 165, 166

Nike adverts 94Nixon, Helen 144, 161

obesitychildren and media usage 26and policy on advertising to

children 166weight-loss reality TV show 69–71

Office of Education (US) 10one-way media flow 5Ontario, Canada: media education

10, 65Open Source Cinema Project 181open-source Internet content 179,

181, 194‘opinion leaders’ and audience

response 85oppositional media readings 91Organization for Economic Co-

operation and Development 166Orner, Mimi 118, 122

parentscommercial pressure for digital

learning 52–3concerns and media usage 26–7, 89financing youth consumption 22

participationcommunity-based youth media

projects 118–22, 125–32, 147,184–7

empowerment and interactive digitalmedia 5–6

see also children and young people’smedia lives; civic engagement;democratic participation;interactive media; socialnetworking media; youth mediaproduction

participatory video projects 119–20PBS (Public Broadcasting System)

(US) 19–20, 48, 129peer mentoring and youth media

production 130–1

personalization issues 33, 34, 162plagiarism and copy-paste culture

177–8, 181–2Plato 100pleasure/playplay as digital competency 172, 190,

199and youth media production 112,

132–6, 149, 190, 199plurality and media education 197–8Pok�emon franchise 168policyand children as targets of online

advertising 163, 166, 167and future developments in media

education 12–16, 193–4,201–2

neoliberalism and marketingtechniques 30

‘top-down’ approaches to digitalliteracies 144–5

political economy of mediaproduction 72–3

popular culture and youthpractices 40, 111, 132

trivialization of femalepractices 60–1

see also youth media practices andnew digital literacies

Postman, Neil 2, 8powerand Big Four media companies

28–9, 32–3, 38, 40, 72–3and voice in youth media

production 118, 122–3PowerPoint and ‘transmedia

navigation’ 168Poyntz, S. R. 117, 118, 130–1Prensky, Mark 7–8print culture 64, 106, 141–2, 169, 178,

189privacy issues and new digital

media 159data collection and marketing

162–3, 164, 166probing as gaming competency 172

228 Index

product placement in online games164–6

production see media production;technologies of media production;youth media production

psychology of branding 31public attitudes towards media

education 191–3public pedagogyand Channel One programming in

schools 35–6children’s learning television 48–9film as learning tool 50–1and media culture 41–3television in India 89–90

public service announcements(PSAs) 53–5

public spaceand youth media practices 158and youth media production

117–18, 127–8Pudovkin, V. I. 113

queer online communities 187–8

racial stereotypesand video games 92and youth media productions 122

racism as digital media issue 145–6radio: Youth Radio in US 126–8rap music and sense of belonging 134reader-response criticism 85–6Real People (MTV program) 56–7reality and coding in media texts

78–9, 81–2reality television 7, 69–71reception theories and audiences

85–6, 90–2, 108–9regulationlack of regulation of online

advertising 164–5, 166of young people’s lives 158

remix cultures 110, 111, 115, 124–5,177, 178–82

representation and cultural life 67,74–6

coding and media texts 77–9, 81–2,128

rule-breaking media texts 79self-representations of youth

117–18, 127, 175–7see also semiotics and media texts

researchand children’s learning television

49industry research on youth trends

and consumption 19–20, 21–2,40, 94

lack of correlation between violencein media and life 43–4, 87, 194

on young people’s media usage23–5, 34, 88–90, 91–2

see also ethnographic researchrhetoric

and anachronistic curriculum 64and audience theories 85and print and digital literacy 178

rip!: A Remix Manifesto (open-sourcedocumentary) 181

riskin childhood and youth 21, 39and video gaming techniques 172,

173and violence in media debate 44–5,

171–2, 194of youth media practices 158–9,

195, 199–200Risk Commission (UK) 21Rose, Nikolas 70Rosenblatt, Louise 85–6Rousseau, Jean-Jacques 38

SAFE (Student Action for theEnvironment) 51

sampling and copyrightinfringement 179

Saussure, Ferdinand de 67Save the Children 188scientific knowledge 148screen education in UK 9Second Life (virtual world) 155,

156–8, 174

Index 229

Sefton-Green, Julian 111, 144, 161self-employment in creative

economies 103–4self-expression and youth media

production 110, 115–23self-help and reality television 70–1self-representations of youth 117–18,

127, 175–7semiotics and media texts 77–8, 81–4Sesame Street (TV program) 48–9, 53‘seven Cs’ of youth media practices

149–50, 153–90sexualization of children 21sign and semiotics 82‘silenced voices’ and youth media

production 115–16, 117–18Silverstone, Roger 14, 22, 198SimCity (virtual reality game) 172Simpsons, The (TV show) 2, 95–7simulative gaming worlds 6, 155,

156–8, 174Situationist movement 57skills training

danger of narrow focus of mediaeducation 13–14, 193

ineffective teaching of computerskills 146, 190

and youth media production 110,112–15, 126

smoking and public serviceannouncements 53–5

social class and media education113–14, 146

social issuescitizenship education and digital

media issues 145–6, 199and entertainment education 55–7impact of public service

announcements 53–5and Sesame Street programming

48–9video games and media

education 176–7and youth media production

128–32, 199social networking media 17, 25, 39

andactivist groups 17–18, 183, 184–7and dissemination of youth media

work 160online communities 182–9, 200sophisticated advertising

methods 162, 163and youth media practices 152,

153–5, 158, 182–9see also Facebook

social relations 26, 27, 147and learning 148and literacy 140, 141and youth media production 110,

123–32youth practices and new digital

media 158–9see also social networking media

Soep, Elizabeth 117, 122, 124–5,126–8

soft change and media education200–1

software for educational learningmedia 49, 52

South Africa: AIDS awarenessprograms 185, 186

spontaneous knowledge 148Squire, Kurt 91–2Stack, Michelle 129–30Star Wars brand 31stereotypesand media education 74and media production 75privileging of mind over physical

world 100racial stereotypes and video

games 92‘Strawberry Shortcake’ strategy 31structural factors and media

influences 39–41, 59, 73Stuart, Jean 119–22stylization and consumer

experience 77Subrahmanyam, Kaveri 145, 159‘sub-vertisements’ 57–8surveillance and youth media

practices 162–7

230 Index

symbolic ‘articulation’ and socialnetworking 154

symbolic codesand learning 148see also semiotics and media texts

symbolic creativity 111synchronic representation 67

TakingITGlobal website 170, 188Tapscott, Don 170, 189teaching‘continuous inquiry’ teaching

practice 128–9conventional methods and digital

natives 7–9, 106–9, 145, 190ineffective teaching of computer

skills 146, 190see also education; learning; media

education‘teaching machines’: films as 50–1Teaching Tolerance (web project) 188technologies of media productionand danger of narrow focus of

media education 13–14,113–14, 193

influence on meaning andmessage 76

youth media production andvocational training 112–15, 126,193

technologypresent-day pervasiveness ix, 17,

24, 88young people and availability and

usage 24–5, 34, 151–2see also technologies of media

productiontelescoping as gaming competency

172televisionapogee in 1990s 2children as active viewers 45children’s experiences in India

89–90cross-marketing tie-ins 31, 47cross-media convergence 7, 165

and development of media educationin US schools 9–10

educational programming andproblem of commercialism35–6, 46–7

as educational resource x, 46–53,89–90

interactive content 6reflection of cultural life 68research on usage 24, 26

text and media educationapproaches 66, 76–84, 93,149–50

complexity of media texts 77content analysis of media texts

79–81and Media Literacy 2.0 152–3semiotics and reading media

texts 77–8, 81–4texting 158TheOneMinutesJr website 170Thompson, Denys 37Time Warner 28, 30, 38, 73Tobin, J. 132, 134–5‘top-down’ approaches to digital

literacies 144–6Torrent, Jordi 12–13, 200–1transactional reading 85–6transformation television 69–71‘transformed practice’ 149transgressive behavior 134–5, 145–6,

199–200see also violence in media

‘transmedia navigation’competency 168

Trend, David 118truth campaign and anti-smoking

announcements 54–5TurnItIn software 177two-way media flow 5, 143, 179–82

ubiquity and media usage 34UK

development of media education 9,10

media as learning tool 49, 50

Index 231

UNESCO 101Grunwald Declaration on Media

Education (1982) 3Unilever Inc. 55United Nations literacy

benchmarks 139–40upgrading and consumer market 161US

cultural imperialism 38, 39development of media education

9–10, 11television in education 46–7

user-generated Internet content169–70, 171, 179–82, 184–7,189

‘uses and gratification’ audiencemodel 85

v-logs 98values

and cultivation analysis 81, 87, 90and role of literacy 141

van Dijk, Teun 80Viacom 28, 30, 38, 73, 164Video Games Immersion Unit

176–7video and online gaming 4–5, 6

and creativity 171–4, 175–7, 194–5and debates on violence 43–6, 87,

171–2, 194–5ethnographic research 91–2and immersive advertising in

children’s spaces 164–6and media education potential

173–4, 175–7, 194–5parental concern and violent

games 26pervasiveness in children’s lives

26–7virtual reality games and

identities 155, 156–8, 174and youth media practices 170,

171–4, 175–7video production

children’s agency and pleasure in134–5

community youth mediaprojects 118–22, 125, 128–32

and online cultural production178

violence in media 4, 26, 39, 43–6lack of correlation between media

and life 43–4, 87, 194risk and effects 44–5role of media education 45–6,

194–5viral marketing 33virtual communities 182–9, 190virtual reality platforms 155, 156–8,

174visual literacy and new digital

media 167–8vocational training and media

production 112–15, 126, 193voice and youth media

production 112, 115–23von Feilitzen, C. 43, 44, 45Vygotsky, Lev 148–9

Wakefield, M. 53–4Wasko, Janet 22, 28–9Web 2.0 platforms 6, 94, 162, 171,

179, 182, 195Web 3.0 platforms 162Web Elements website 182webcam productions 94, 97–8, 171‘webquests’ 160weight-loss reality TV show 69–71Wesch, Michael ixWikipedia website 169–70, 189Willett, Rebekah 32, 33, 59Williams, Anthony 170, 189Williams, Raymond 9Willis, Paul 94, 101, 110–11WireTap (online magazine) 188womennarrow representations in media

output 73trivialization of female pop culture

practices 60–1World Internet Project 25World Wide Web 4

232 Index

worldviews and mediainterpretation 67–8, 81, 87, 90

Wright, Will 172writingalphabet and emergence of

literacy 140–1and digital literacy 178and learning through media

production 105, 106–9

YAHAnet networking tool 184–7Yes Men 58youth media practices and new digital

literacies 149–50, 151–90and communication 155, 158–61and community 182–9and consciousness 153–5, 156–8and consumption and

surveillance 161–7and convergence 164–6, 167–70and copy-paste 174, 177–82and creativity 170–4, 175–7see also children and young people’s

media lives; popular culture andyouth practices; transgressivebehavior

youth media production 100–36copyright and creative

remixing 177–82, 195creative consumption 102–4,

110–12and creative economies 102–4, 193creativity and digital media

literacies 170–4, 175–7educational value and pleasure/

play 112, 132–6, 149, 190, 199educational value as praxis 101,

104–10, 113, 149, 199as form of agency 109–10, 112–36,

199formal and informal settings for

101, 111–12, 132, 190limitations of top-down approach

146lonelygirl15 hoax 94, 97–9online communities and arts-based

action 184–7platforms for dissemination 160–1

Youth Radio in US 126–8YouTube 25, 170

digital ‘mashups’ 181lonelygirl15 phenomenon 94, 97–9

Index 233