User-generated content, YouTube and participatory culture on the Web: music learning and teaching in two contrasting online communities

2013 ◽  
Vol 15 (3) ◽  
pp. 257-274 ◽  
Author(s):  
Janice Waldron
Keyword(s):  
Online Communities ◽  
Participatory Culture ◽  
User Generated Content ◽  
Music Learning ◽  
Learning And Teaching ◽  
The Web

Envisioning Pedagogical Possibilities of Social Media and Sonic Participatory Cultures

2020 ◽  
pp. 39-63
Author(s):  
Evan S. Tobias
Keyword(s):  
Social Media ◽  
Music Educators ◽  
Participatory Culture ◽  
Music Pedagogy ◽  
Music Learning ◽  
Media Arts ◽  
Learning And Teaching ◽  
Musical Engagement ◽  
Musical Practices ◽  
Pedagogy And Curriculum

Contemporary society is rich with diverse musics and musical practices, many of which are supported or shared via digital and social media. Music educators might address such forms of musical engagement to diversify what occurs in music programs. Realizing the possibilities of social media and addressing issues that might be problematic for music learning and teaching calls for conceptualizing social media in a more expansive manner than focusing on the technology itself. Situating people’s social media use and musical engagement in a larger context of participatory culture that involves music and media may be fruitful in this regard. We might then consider the potential of social media and musical engagement in participatory cultures for music learning and teaching. This chapter offers an overview of how people are applying aspects of participatory culture and social media in educational contexts. Building on work in media studies, media arts, education, and curricular theory, the chapter develops a framework for translating and recontextualizing participatory culture, musical engagement, and social media in ways that might inform music pedagogy and curriculum. In this way, it may help music educators move from an awareness of how people engage with and through music and social media in participatory culture to an orientation of developing related praxis.

Literacies on the Web

2011 ◽  
pp. 65-79
Author(s):  
Christina Olin-Scheller ◽  
Patrik Wikström
Keyword(s):  
Social Media ◽  
Young People ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Participatory Culture ◽  
User Generated Content ◽  
Fan Fiction ◽  
Good Environment ◽  
The Web

In this chapter the authors discuss and informal learning settings such as fan fiction sites and their relations to teaching and learning within formal learning settings. Young people today spend a lot of time with social media built on user generated content. These media are often characterized by participatory culture which offers a good environment for developing skills and identity work. In this chapter the authors problematize fan fiction sites as informal learning settings where the possibilities to learn are powerful and significant. They also discuss the learning processes connected to the development of literacies. Here the rhetoric principle of “imitatio” plays a vital part as well as the co-production of texts on the sites, strongly supported by the beta reader and the power of positive feedback. They also display that some fans, through the online publication of fan fiction, are able to develop their craft in a way which previously have been impossible.

Suggesting text alternatives for images in social media

2021 ◽  
pp. 1-6
Author(s):  
Letícia Seixas Pereira ◽  
João Guerreiro ◽  
André Rodrigues ◽  
André Santos ◽  
João Vicente ◽  
...  
Keyword(s):  
Social Networks ◽  
Social Media ◽  
Shared Responsibility ◽  
User Generated Content ◽  
Media Content ◽  
Android Application ◽  
Image Description ◽  
Visual Content ◽  
Considerable Part ◽  
The Web

Image description has been a recurrent topic on web accessibility over the years. With the increased use of social networks, this discussion is even more relevant. Social networks are responsible for a considerable part of the images available on the web. In this context, users are not only consuming visual content but also creating it. Due to this shared responsibility of providing accessible content, major platforms must go beyond accessible interfaces. Additional resources must also be available to support users in creating accessible content. Although many of today's services already support accessible media content authoring, current efforts still fail to properly integrate and guide their users through the authoring process. One of the consequences is that many users are still unaware of what an image description is, how to provide it, and why it is necessary. We present SONAAR, a project that aims to improve the accessibility of user-generated content on social networks. Our approach is to support the authoring and consumption of accessible social media content. Our prototypes currently focus on Twitter and Facebook and are available as an Android application and as a Chrome extension.

Divergent Perspectives on Musical Knowledge, Expertise, and Science

2020 ◽  
Vol 4 (2) ◽  
pp. 121-134
Author(s):  
Sandra E. Trehub
Keyword(s):  
Cognitive Neuroscience ◽  
Vocal Performance ◽  
Music Learning ◽  
Learning And Teaching ◽  
Skilled Performance ◽  
Musical Engagement ◽  
Musical Knowledge ◽  
Behavioral Responsiveness

Abstract I review two recent books on music, both inspired by cognitive neuroscience but differing in most other respects. Isabelle Peretz, an expert in the cognitive neuroscience of music, describes how we perceive and produce music, as reflected in neural and behavioral responsiveness. Her book is intended for general readers who are interested in music and curious about the science behind our musical nature—brains that are prepared for music and changed by active musical engagement. Lynn Helding, an expert in vocal performance and pedagogy, draws on findings from psychology and neuroscience to inform her approach to music learning and teaching. Aimed at musicians, aspiring musicians, and those who teach them, her book focuses largely on the means of optimizing learning and skilled performance.

Parent–teacher–pupil interactions in instrumental music tuition: a literature review

2003 ◽  
Vol 20 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Andrea Creech ◽  
Susan Hallam
Keyword(s):  
Literature Review ◽  
Interpersonal Relationships ◽  
Instrumental Music ◽  
Future Research ◽  
Music Learning ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Effective Parenting ◽  
Educational Literature ◽  
Teaching Conceptions

This paper considers the literature that may inform our understanding of parent–teacher–pupil interactions in instrumental music. It draws on research directly concerned with instrumental music learning and that from the wider psychological, sociological and educational literature concerned with conceptions of effective learning and teaching; conceptions of effective parenting; and dimensions of interpersonal relationships. Finally, a systemic, dynamic model is proposed which may serve to guide future research in the field.

USE OF BLOGGING TO INCREASE WRITING, READING AND DIGITAL SKILLS IN PRIMARY SCHOOL

2021 ◽  
Vol 12 (1) ◽  
pp. 158-165
Author(s):  
Rumyana Karadimitrova ◽  
Keyword(s):  
Primary School ◽  
Information Flow ◽  
Reading Skills ◽  
Web Based ◽  
Learning And Teaching ◽  
Initial Stage ◽  
Language And Literature ◽  
The World ◽  
Digital Skills ◽  
The Web

In recent decades, more and more web-based solutions are being integrated into the learning and teaching process in schools around the world. One of the most used among them for creating, storing and managing information flow is blogging. The combination of blogging in BEL (Bulgarian Language and Literature) classes is key to the development of digital and communicative speech competencies at all educational stages. There is a significant amount of research that proves that with the use of blogging a significant part of students are motivated and become better writers and readers. The article presents some of the results of a developed and tested system of BEL lessons in two experimental classes from the initial stage. For two months, students used student blogs to introduce texts from assigned tasks to literature. The web-based technology has increased students’ interest in learning, their writing and reading skills.

Physiotherapy 2.0: Necessity is the mother of innovation

2021 ◽  
Author(s):  
Tobba T Sudmann ◽  
Keyword(s):  
Web 2.0 ◽  
End Users ◽  
Participatory Culture ◽  
Ease Of Use ◽  
User Generated Content

The first part of the title paraphrases Web 2.0, which refers to websites that emphasize user-generated content, ease of use, participatory culture, and interoperability for end users. The eight physio sci-fi stories can be appreciated as fragments of Physiotherapy 2.0, where users are understood to be physiotherapists, co-workers, patients, citizens, or other stakeholders, who take initiative and responsibility for launching physiotherapy 2.0.

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