Matching Items (4)

The YouTube Celebrity: Common Factors of Successful YouTuber Channels

Description

The YouTube Celebrity examines some of the top YouTube channels and their common methods of creation and communication. In this project I created and posted several videos and blogs discussing

The YouTube Celebrity examines some of the top YouTube channels and their common methods of creation and communication. In this project I created and posted several videos and blogs discussing some common factors of success, using real world examples and the theory behind the medium and the people. I argue that successful YouTubers use a deliberate presentation as an amateur creator in order to gain authenticity. I use my experimental creation of videos and digital discussion of these ideas to develop my argument as well as applicable literature from relevant fields.

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  • 2014-05

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Exploring the Digital World: Integrating Digital Literacy & Tools in Education

Description

This century has brought about incredible advancements in technology and academia, changing the workforce and the future leaders that will drive it: students. However, the integration of digital literacy and

This century has brought about incredible advancements in technology and academia, changing the workforce and the future leaders that will drive it: students. However, the integration of digital literacy and digital tools in many United States K\u201412 schools is often overlooked. Through "Exploring the Digital World," students, parents, and teachers can follow the creatures of this story-driven program as they learn the importance of digital literacy in the 21st century.

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  • 2015-05

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Digital storytelling in the classroom

Description

This study follows three secondary teachers as they facilitate a digital storytelling project with their students for the first time. All three teachers were not specifically trained in digital storytelling

This study follows three secondary teachers as they facilitate a digital storytelling project with their students for the first time. All three teachers were not specifically trained in digital storytelling in order to investigate what happens when a digital storytelling novice tries to do a project like this with his or her students. The study follows two high school English teachers and one middle school math teacher. Each teacher's experience is shared in a case study, and all three case studies are compared and contrasted in a cross-case analysis. There is a discussion of the types of projects the teachers conducted and any challenges they faced. Strategies to overcome the challenges are also included. A variety of assessment rubrics are included in the appendix. In the review of literature, the history of digital storytelling is illuminated, as are historical concepts of literacy. There is also an exploration of twenty-first century skills including multiliteracies such as media and technology literacy. Both the teachers and their students offer suggestions to future teachers taking on digital storytelling projects. The dissertation ends with a discussion of future scholarship in educational uses of digital storytelling.

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Date Created
  • 2011

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The ",field_main_title:"hangout was serious business: exploring literacies and learning in an online Sims fan fiction community

Description

The purpose of this study is to explore the literacy practices members of an online fan community engage in to participate in the space and to question what learning happens

The purpose of this study is to explore the literacy practices members of an online fan community engage in to participate in the space and to question what learning happens through that participation. This dissertation is the product of a two-year virtual ethnographic study of The Sims Writers' Hangout (SWH), a discussion forum website established by fans of The Sims to support members' interests in creating and sharing Sims fan fiction. Affinity space theory informs an understanding of SWH's organization, and a definition of literacies as situated, social practices also frames the study. Data were collected following a discourse-centered online ethnographic approach, which guided systematic observation and interactions with eight key informants. The data corpus includes hundreds of pages of discussion forum posts, member profiles, moderator-created norming texts, numerous digital, multimodal Sims fan fiction texts, virtual interview responses from informants, field notes, and additional virtual artifacts, such as informants' websites and Flickr® photostreams. Study results are presented within three separate manuscripts prepared for publication and presentation, each exploring different lines of inquiry related to SWH. Chapter 3 focuses on tensions visible in the forum discussions to argue for an expansion of affinity space theory that accounts for the “hanging out” members do in the space. Chapter 4 analyzes one informant's literacy practices using a Design perspective. This analysis reveals the collaborative nature of Sims fan fiction literacies. The final manuscript (Chapter 5) offers an analysis of SWH pedagogy using Bernstein's pedagogic device concept. Data illustrate how pedagogic discourse in this online, informal learning space aligns with and challenges Bernstein's theory. Finally, Chapter 6 offers conclusions about how these three analyses expand our understanding of adolescent literacies and 21st century learning. This chapter also contains implications for theory and practice, recommendations for future research, and reflections on lessons learned.

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  • 2011