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Spontaneous wanderers in the digital metropolis: a case study of the new literacy practices of youth artists learning on a social media platform

Description
This qualitative case study of 12, eighteen to twenty-four-year-olds from seven countries provided insight into the learning practices on an art-centered, social media platform. The study addressed two guiding questions; (a) what art related skills, knowledge, and dispositions do community members acquire using a social media platform? (b), What new…

This qualitative case study of 12, eighteen to twenty-four-year-olds from seven countries provided insight into the learning practices on an art-centered, social media platform. The study addressed two guiding questions; (a) what art related skills, knowledge, and dispositions do community members acquire using a social media platform? (b), What new literacy practices, e.g., the use of new technologies and an ethos of participation, collective intelligence, collaboration, dispersion of abundant resources, and sharing (Knobel & Lankshear, 2007), do members use in acquiring of art-related skills, concepts, knowledge, and dispositions? Data included interviews, online documents, artwork, screen capture of online content, threaded online discussions, and a questionnaire. Drawing on theory and research from both new literacies and art education, the study identified five practices related to learning in the visual arts: (a) practicing as professional artists; (b) engaging in discovery based search strategies for viewing and collecting member produced content; (c) learning by observational strategies; (d) giving constructive criticism and feedback; (e) making learning resources. The study presents suggestions for teachers interested in empowering instruction with new social media technologies.
ContributorsJones, Brian (Author) / Stokrocki, Mary (Thesis advisor) / Young, Bernard (Committee member) / Guzzetti, Barbara (Committee member) / Arizona State University (Publisher)
Created2012
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Supporting and fostering collaboration within a community of practice around the pedagogy of arts integration

Description
Drawing on a wide variety of literature from social constructionism, communities of practice and knowledge management this study brings to light the kind of support teachers will need in order to be able to use a knowledge construction model to develop a continual learning process for arts integration. Arts…

Drawing on a wide variety of literature from social constructionism, communities of practice and knowledge management this study brings to light the kind of support teachers will need in order to be able to use a knowledge construction model to develop a continual learning process for arts integration. Arts integration is a highly effective instructional strategy that brings active engagement, problem solving and higher levels of cognition to students. However arts integration is not easy work. It takes a great deal of planning and collaboration. In this action research study, I take the perspective of a social artist, a facilitator, who offers a framework for a group of teacher participants to dialogue, collaborate and share ideas and skills to develop arts integrated products to share with others. Utilizing a mixed methodology approach, the findings of this action research study revealed that the intervention had a positive impact on the participants. Though there were some set backs, participants reported more dialogue and shared experiences about arts integration on a daily basis, more dialogue about new arts integrate ideas, and an increased sense of collaboration in developing arts integrated products. Furthermore, the Knowledge Construction Model (KCM) concept had strength as a potential professional development model for teachers and schools interested in growing their arts integration practices.
ContributorsBenson, Robert Jason (Author) / Beardsley, Audrey (Thesis advisor) / Serafini, Frank (Committee member) / Santarelli, Denton (Committee member) / Arizona State University (Publisher)
Created2011