Everyday Media Play. Children's Playful Media Practices

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Stine Liv Johansen
Keyword(s):  
Young People ◽  
Digital Media ◽  
Practice Theory ◽  
Contemporary Society ◽  
Children And Young People ◽  
Children's Play ◽  
Current State ◽  
Communicative Patterns ◽  
Media And Technology ◽  
Media Practices

In contemporary society, there seems to be a conception that children’s play has dramatically changed or that it has been deployed by the massive influence of digital media and technology. Yet, within a framework of mediatization and practice theory, and based on extensive ethnographies in everyday contexts of children, different narratives, genres and communicative patterns occur. In this article, the author draws a broader picture of the current state of play in the lives of children and young people, pointing to relevant dilemmas and nuances in the field. 

scholarly journals Turn off or tune in? What advice can SLTs, educational psychologists and teachers provide about uses of new media and children with language impairments?

2013 ◽  
Vol 30 (2) ◽  
pp. 187-205 ◽  
Author(s):  
Kevin Durkin ◽  
Gina Conti-Ramsden
Keyword(s):  
Young People ◽  
New Media ◽  
Digital Media ◽  
Language Impairments ◽  
Children And Young People ◽  
Language Impaired ◽  
Educational Psychologists ◽  
Need Support ◽  
Key Issues

New media are commonplace in children’s lives. Speech and language therapists (SLTs), educational psychologists and teachers are sometimes called upon by caregivers to provide advice on whether or how children and young people with language impairments should be encouraged to use these media. This article aims to illuminate some of the key issues and to review the implications of different types of advice that practitioners might provide. Four broad strategies are considered: Prohibition, Laissez-faire, Restriction, and Constructive use. Possible consequences of each strategy are outlined and it is proposed that Constructive use should be the strategy of choice. Reasons in favour of a constructive orientation include the benefits of joint engagement, enjoyment, cognitive and perceptual challenges and social motivation; effective uses can support educational attainment in young people with language impairments. Some areas where children and young people with language impairments need support with new media are noted. Decisions that we make about whether to constrain or support uses of new media have direct implications for the quality of young people’s lives and futures. SLTs, educational psychologists and teachers have important roles to play in the development of better-informed policies and strategies concerning language impaired youngsters and digital media.

scholarly journals Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern

2021 ◽  
Author(s):  
Sebastian Steinmetz ◽  
Michael Wrase ◽  
Marcel Helbig ◽  
Ina Döttinger
Keyword(s):  
Structural Analysis ◽  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Children And Young People ◽  
Current State ◽  
German States

The study examines the current state of implementation of the UN Convention on the Rights of People with Disabilites (CRPD) with regard to the inclusion of children with special needs in mainstream schools in the German states. It provides a comprehensive structural analysis of this area. Article 24 of the convention obliges the signatory states to guarantee an inclusive education system at all levels. In order to examine the extent to which the German states (Länder) implement this requirement in law and practice in their school systems, empirically measurable indicators were formed on the basis of the provisions of the CRPD. Even more than 10 years after ratification of the CRPD, the majority of the German states still face major challenges. Only a few German states are currently undergoing a process of transformation, which is why the majority of children and young people with special educational needs continue to be trained in special and segregated structures.

scholarly journals Reading for Realness: Porn Literacies, Digital Media, and Young People

2020 ◽  
Author(s):  
Paul Byron ◽  
Alan McKee ◽  
Ash Watson ◽  
Katerina Litsou ◽  
Roger Ingham
Keyword(s):  
Young People ◽  
Digital Media ◽  
Sexual Development ◽  
Interdisciplinary Project ◽  
Pornography Use ◽  
Do It Yourself ◽  
Future Education ◽  
Media Practices ◽  
The Relationship ◽  
Realistic Data

AbstractThis paper adds to recent discussions of young people’s porn literacy and argues that researchers must address porn users’ engagements with, and understandings of, different porn genres and practices. As part of a larger interdisciplinary project which consisted of a series of systematic reviews of literature on the relationship between pornography use and healthy sexual development, we reviewed articles addressing the relationship between pornography use and literacy. We found few articles that present empirical data to discuss porn literacies, and those we found commonly frame young people’s porn literacy as their ability to critically read porn as negative and comprising ‘unrealistic’ portrayals of sex. This model of porn literacy tends to be heteronormative, where only conservative ideals of ‘good’, coupled, and vanilla sex are deemed ‘realistic’. Data from the literature we reviewed shows that young people make sophisticated distinctions between different kinds of pornography, some of which could be called ‘realistic’, as per do-it-yourself and amateur porn. We extend this discussion to young people’s understandings of ‘authenticity’ across their broader digital and social media practices. From this focus, we propose the need to incorporate young people’s existing porn literacies into future education and research approaches. This includes engaging with their understandings and experiences of porn genres, digital media practice, and representations of authenticity.

Introduction: A Generation at Risk?

2017 ◽  
Author(s):  
Jacqueline Ryan Vickery
Keyword(s):  
At Risk ◽  
Young People ◽  
Digital Media ◽  
Lived Experiences ◽  
Social Changes ◽  
Marginalized Youth ◽  
Media Narratives ◽  
Unequal Opportunities ◽  
Media Practices

This chapter asks: how do expectations of youth, technology, and risk shape policies, practices, and lived experiences? Through an analysis of harm-driven and opportunity-driven expectations, the chapter outlines key concerns related to young people’s digital media practices; specifically the ways privileged understandings of risk create unequal opportunities for marginalized youth. It identifies three disconnections that lead to fear. First, young people’s lived experiences with media differ from sensational fear-driven media narratives and policies. Second, the ways young people value media differ from how adults value digital media. Third, harm-driven narratives focus too overtly on the role of technology in young people’s lives, rather than broader social changes. The chapter aims to shift conversations away from harm and toward opportunity.

scholarly journals New Models of Learning for New Media: Observations of Young People Learning Digital Design

2017 ◽  
Vol 4 (Jahrbuch Medienpädagogik) ◽  
pp. 127-144 ◽  
Author(s):  
Rebekah Willett
Keyword(s):  
Young People ◽  
New Media ◽  
Digital Media ◽  
Digital Technology ◽  
New Technologies ◽  
Digital Design ◽  
Children And Young People ◽  
Cultural Aspects ◽  
Developmental Progression ◽  
The One

There are numerous discourses that seek to define the relationships between young people and digital media. These discourses have different and sometimes contradictory ways of constructing learners and the learning environment (Facer et al. 2001). On the one hand there are panics around new media which position children and young people as being at risk from the dangers of digital technology. In this view children are in need of careful teaching and controlling, as they are unable to learn the correct and safe way to use digital technology on their own. In complete contrast, there are discourses around new technologies which position children as ready learners and technology as offering endless easy-to-use resources for worthwhile learning. This latter view of children as „natural cyberkids’ overlooks many aspects of learning and digital technology, not least the socio-cultural aspects of learning or the possibility that there might be a developmental progression of skills related to learning new technologies.

scholarly journals Review of rehabilitation and habilitation strategies for children and young people with homonymous visual field loss caused by cerebral vision impairment

2017 ◽  
Vol 35 (3) ◽  
pp. 197-210 ◽  
Author(s):  
Jonathan Waddington ◽  
Timothy Hodgson
Keyword(s):  
Visual Field ◽  
Young People ◽  
State Of The Art ◽  
Visual Field Loss ◽  
Paediatric Population ◽  
Children And Young People ◽  
Current State ◽  
New Research ◽  
New Strategies

Partial and homonymous visual field loss (HVFL) is a common consequence of post-chiasmatic injury to the primary visual pathway or injury to the primary visual cortex. Different approaches to rehabilitation have been reported for older adults with HVFL and there is evidence to support the use of compensatory training over other proposed therapies. We reviewed the literature to investigate the current state of the art of rehabilitation and habilitation strategies for children and young people with HVFL, and whether there is enough evidence to support the use of these strategies in the paediatric population. We have provided an overview of the existing literature on children and young people with HVFL, a brief overview of rehabilitation strategies for adults with HVFL, and evidence on whether these different interventions have been applied with children and young people effectively. We found that there have been very few studies to investigate these strategies with children and young people, and the quality of evidence is currently low. New research is required to evaluate which strategies are effective for children and young people with HVFL and whether new strategies need to be developed.

Enseñanza de la imagen en la escuela: tarea pendiente

2015 ◽  
pp. 143
Author(s):  
Dino Pancani C.
Keyword(s):  
Young People ◽  
Civic Education ◽  
Visual Images ◽  
Contemporary Society ◽  
Educational Problem ◽  
Teaching Methodologies ◽  
Children And Young People ◽  
El Sistema ◽  
Critical Interpretation ◽  
People Today

ResumenEn la sociedad contemporánea, la interpretación crítica de la imagen visual es una herramienta clave en la formación ciudadana de los niños/jóvenes. Sin embargo, el sistema educativo escasamente ha incorporado programas y metodologías que permitan enseñar a “leer” las imágenes de nuestro entorno. En este artículo, se analiza esta problemática educativa desde las teorías de la imagen y explora su relación y consecuencias desde una perspectiva pedagógica Freiriana. La escuela es responsable de liderar una formación que cuestione el contenido de las imágenes hegemónicas del entorno cotidiano de los niños y jóvenes de hoy. Por el contrario, la carencia de ello atenta contra su formación como sujetos reflexivos y libres, que se constituyen como ciudadanos capaces de interpretar críticamente su contexto visual.Palabras clave: medios audiovisuales y Pedagogía liberadora, ciudadanía. Teaching imagery in schools: challengeaheadAbstractIn contemporary society, critical interpretation of the visual images is a key tool in the civic education of children/youth. However, the education system barely has incorporated programs and teaching methodologies to “read” the images of our environment. This article discusses the educational problem from the theories of image and explores their relationshipand implications from Freire’s pedagogical perspective. The schools is responsible for leadinga formation that challenges the hegemonic images content of the daily environment of children and young people today. In contrast, the lack of it goes against their training as thoughtful and free subjects who are constituted as citizens capable to critically interprettheir visual context.Keywords: audiovisual and liberating pedagogy, citizenship.

scholarly journals Formação docente para inclusão de games na educação básica: relato de uma experiência

Obra digital ◽  
2016 ◽  
pp. 33-50
Author(s):  
Ana Cristina Nunes Gomes Müller ◽  
Dulce Márcia Cruz
Keyword(s):  
Teacher Training ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
School Environment ◽  
Teaching Practice ◽  
Basic Education ◽  
Media Culture ◽  
Children And Young People ◽  
Electronic Games

A formação docente para a cultura midiática é fundamental nos dias de hoje, especialmente porque as mídias digitais integram e definem a vida das crianças e jovens dentro e fora do espaço escolar, especialmente com relação aos jogos eletrônicos. No entanto, mesmo que façam parte desta cultura, os professores encontram muitos obstáculos para inserir essa mídia na sua prática pedagógica. No Brasil, poucas são as ofertas para formar docentes para a inclusão dos jogos eletrônicos na escola. Buscando diminuir essa lacuna, a proposta deste artigo é analisar uma proposta de formação para professores da educação básica baseada na proposta da pedagogia de multiletramentos. Os resultados mostraram que, ao jogar e refletir de modo guiado sobre os jogos eletrônicos, socializando suas práticas e reflexões em grupo, os professores conseguem ir além do usuário funcional, começando a compreender os diferentes textos e tecnologias (como criadores de sentidos) e a entender e pensar usos do que foi aprendido de novos modos (como analistas críticos e transformadores).Training teachers for inclusion of games in basic education: an experience reportAbstractTeacher training for media culture is crucial these days, especially as digital media, and particularly electronic games, define and are an integral part of the lives of children and young people inside and outside the school environment. However, even if they are part of this culture, teachers face many obstacles to including this medium in their teaching practice. In Brazil, few courses train teachers on how to include electronic games in school. To reduce this gap, this paper analyzes a proposal for training basic education teachers, based on the proposal of teaching multiliteracies. The results show that, when playing or reflecting in a guided way on electronic games, and sharing practices and reflections with the group, teachers can go beyond the functional user, and begin to understand the different texts and technologies (as direction makers) and understand and think about what was learned in new ways (as critical analysts and transformers).Keywords: Digital literacy, multiliteracies, electronic games, teacher training, media.

scholarly journals THE MEMEIFICATION OF #SCHOOLSHOOTINGS IN THE U.S.: YOUTH, TIKTOK, AND PLAYFUL MEDIATED BODIES

2020 ◽  
Author(s):  
Jacqueline Ryan Vickery
Keyword(s):  
Young People ◽  
School Violence ◽  
Digital Media ◽  
Social Engagement ◽  
School Shootings ◽  
Cultural Trauma ◽  
Student Experiences ◽  
Discursive Analysis ◽  
Media Practices ◽  
The U.S

With active shooter drills as a normal part of student experiences in the U.S., the threat of a school shooting has become commonplace and institutionalized. Within a context of cultural trauma, it is no surprise that teens are using digital media to create spaces for sense-making, placemaking, and as a way to respond to the constant threat of violence. Focusing on the mediated memeification of school shootings, there exists an entire genre of #darkhumor videos on TikTok in which young people create and circulate irreverent humorous media texts as a response to the constant threat of – and perceived political inaction to - school shootings in the U.S. Through a content and discursive analysis of 200 #darkhumor #schoolshooting videos on TikTok, this paper asks: what can we learn about how young people understand cultural trauma through an examination of their playful and memetic social media practices? Videos are categorized into three groups: $2 (which address media stereotypes, tropes, and transactional survival), $2 (which address the absurdity of school violence and the failure of neoliberal responses), and $2 (which depict dance and movement as celebratory distractions). While the playful and irreverent videos can be read through a lens of critique, satire, or parody, the memetic, social, corporeal, and performative nature of TikTok affords related yet distinct practices and modes of playful social engagement that I refer to as the mediated playful body.

scholarly journals Media społecznościowe w rękach młodych ludzi

1970 ◽  
pp. 247-262
Author(s):  
Ewelina Konieczna
Keyword(s):  
Social Media ◽  
Young People ◽  
Digital Media ◽  
Popular Media ◽  
Media Culture ◽  
Young Generation ◽  
Media Change ◽  
The Media ◽  
Media Practices ◽  
Vital Resource

Popular media culture has been a vital resource through which youth generations have defined themselves, their desires, and their hopes and dreams. This continues to be reflected in the dynamic ways that the youth are using digital media to shape their everyday lives. As a result, young people are constantly creative; they acquire new skills and make up groups and communities in the media culture. The purpose of the reflections in the article is a look at the media practices of young people and an attempt to find an answer to the question how the young generation uses social media for communication and participation in culture and how social media change media culture.

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