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David McGavock

Final Report: Introduction | DIGITAL YOUTH RESEARCH - 1 views

digitalyouth.ischool.berkeley.edu/book-introduction

socialnetworks digitalnatives socialnetworking youthmedia

shared by David McGavock on 27 Apr 12 - Cached
  • What is generally lacking in the literature overall, and in the United States in particular, is an understanding of how new media practices are embedded in a broader social and cultural ecology. While we have a picture of technology trends on one hand, and spotlights on specific youth populations and practices on the other, we need more work that brings these two pieces of the puzzle together. How are specific new media practices embedded in existing (and evolving) social structures and cultural categories?
  • we describe how our work addresses this gap, outlining our methodological commitments and descriptive focus that have defined the scope of this book. The first goal of this book is to document youth new media practice in rich, qualitative detail in order to provide a picture of how young people are mobilizing these media and technologies in their everyday lives.
  • In this section of this introductory chapter, we outline our methodological approach and how we have defined the objects and focus of our study. The descriptive frame of our study is defined by our ethnographic approach, the study of youth culture and practice, and the study of new media.
  • ...31 more annotations...
  • How are new media being taken up by youth practices and agendas? Our analytic question follows from this: How do these practices change the dynamics of youth-adult negotiations over literacy, learning, and authoritative knowledge?
  • We have developed an interdisciplinary analytic tool kit to investigate this complex set of relations between changing technology, kid-adult relations, and definitions of learning and literacy. Our key terms are “genres of participation,” “networked publics,” “peer-based learning,” and “new media literacy.”
  • The primary distinction we make is between friendship-driven and interest-driven genres of participation, which correspond to different genres of youth culture, social network structure, and modes of learning.
  • We use the term “peer” to refer to the people whom youth see as part of their lateral network of relations, whom they look to for affiliation, competition, as well as disaffiliation and distancing. Peers are the group of people to whom youth look to develop their sense of self, reputation, and status.
  • In contrast to friendship-driven practices, with interest-driven practices, specialized activities, interests, or niche and marginalized identities come first.
  • nterest-driven practices are what youth describe as the domain of the geeks, freaks, musicians, artists, and dorks, the kids who are identified as smart, different, or creative, who generally exist at the margins of teen social worlds.
  • Rather than relying on distinctions based on given categories such as gender, class, or ethnic identity, we have identified genres based on what we saw in our ethnographic material as the distinctions that emerge from youth practice and culture, and that help us interpret how media intersect with learning and participation
  • Genres of participation provide ways of identifying the sources of diversity in how youth engage with new media in a way that does not rely on a simple notion of “divides” or a ranking of more- or less-sophisticated media expertise. Instead, these genres represent different investments that youth make in particular forms of sociability and differing forms of identification with media genres.
  • Our work here, however, is to take more steps in applying situated approaches to learning to an understanding of mediated sociability, though not of the school-centered variety. This requires integrating approaches in public-culture studies with theories of learning and participation.
  • A growing body of ethnographic work documents how learning happens in informal settings, as a side effect of everyday life and social activity, rather than in an explicit instructional agenda.
  • Our interest, more specifically, is in documenting instances of learning that are centered around youth peer-based interaction, in which the agenda is not defined by parents and teachers.
  • What counts as learning and literacy is a question of collective values, values that are constantly being contested and negotiated between different social groups. Periods of cultural and technological flux open up new areas of debate about what should count as part of our common culture and literacy and what are appropriate ways for young people to participate in these new cultural forms.
  • While what is being defined as “new media literacy” is certainly not the exclusive province of youth, unlike in the case of “old” literacies youth are playing a more central role in the redefinition of these newer forms. In fact, the current anxiety over how new media erode literacy and writing standards could be read as an indicator of the marginalization of adult institutions that have traditionally defined literacy norms (whether that is the school or the family).
  • our work does not seek to define the components of new media literacy or to participate directly in the normalization of particular forms of literacy standards or practice. Rather, we see our contribution as describing the forms of competencies, skills, and literacy practices that youth are developing through media production and online communication in order to inform these broader debates.
  • Although the tradition of New Literacy Studies has described literacy in a more multicultural and multimodal frame, it is often silent as to the generational differences in how literacies are valued.
  • The chapters that follow are organized based on what emerged from our material as the core practices that structure youth engagement with new media.
  • Media Ecologies, frames the technological and social context in which young people are consuming, sharing, and producing new media.
  • introduces three genres of participation with new media that are an alternative to common ways of categorizing forms of media access: hanging out, messing around, and geeking out.
  • following two chapters focus on mainstream friendship-driven practices and networks.
  • instant messaging, social network sites, and mobile phones
  • making friendships, gossiping, bullying, and jockeying for status are reproduced online, but they are also reshaped
  • chapter on Intimacy
  • examines practices that are a long-standing and pervasive part of everyday youth sociality.
  • flirting, dating, and breaking up.
  • these norms largely mirror the existing practices of teen romance
  • The next chapter on Families also takes up a key “given” set of local social relationships by looking across the diverse families we have encountered in our research. The
  • use of physical space in the home, routines, rules, and shared production and play. The chapter also examines how the boundaries of home and family are extended through the use of new media.
  • final three chapters of the book focus primarily on interest-driven genres of participation, though they also describe the interface with more friendship-driven genres.
  • Gaming examines different genres of gaming practice: killing time, hanging out, recreational gaming, mobilizing and organizing, and augmented game play
  • Creative Production, looking across a range of different case studies of youth production, including podcasting, video blogging, video remix, hip-hop production, fan fiction, and fansubbing.
  • Work examines how youth are engaged in economic activity and other forms of labor using new media. The chapter suggests that new media are providing avenues to make the productive work of youth more visible and consequential.
  • David McGavock on 27 Apr 12
     
    "What is generally lacking in the literature overall, and in the United States in particular, is an understanding of how new media practices are embedded in a broader social and cultural ecology. While we have a picture of technology trends on one hand, and spotlights on specific youth populations and practices on the other, we need more work that brings these two pieces of the puzzle together. How are specific new media practices embedded in existing (and evolving) social structures and cultural categories?"
Donal O' Mahony

21 Things That Will Be Obsolete by 2020 | MindShift - EdTech Leadership - 3 views

edtech.nathansandberg.me/will-be-obsolete-by-2020-minds

2020 learning culture

shared by Donal O' Mahony on 29 May 11 - No Cached
  • Donal O' Mahony on 29 May 11
     
    some interesting observations
  • Antonio Lopez on 30 May 11
     
    Great ink. I posted the following comment on the article's Website: On point 18, why not organic food in the cafeteria? Seems like if we are smart enough to adapt all the trends you are discussing, a farm-to-school lunch program would make sense as well. I like all the suggestions you are making, but I also find them to be too technologically oriented, and not necessarily grounded in the needs of the current reality we are facing: can we even educate for a world that no longer has the carrying capacity for civilization? I think the tools you mention are all useful and can be applied sustainably, but I would suggest a conscious push to incorporate sustainability as an educational value that is integrated into the technology. And I'm not just talking about information literacy about environmental issues, but actual sustainable cultural practice, which includes many of the things you have listed here. Additionally, it would be good to argue for Green IT. What good is a digital cloud if the ones outside the classroom are wrecking havoc on our surroundings? Again, I like your ideas, I just think they will be more feasible in a habitable world. We should put our minds together to make this so.
B.L. Ochman

21st Century Bricoleurs v2 part one | DMLcentral - 1 views

dmlcentral.net/4777

future learning digital DMLcentral thinking tools

shared by B.L. Ochman on 06 Sep 11 - No Cached
  • Donal O' Mahony on 07 Sep 11
     
    Thanks for this - very inteeresting - I like this :- a computer is an instrument whse music is composed of ideas..................
seth kutcher

Computer Repair Services from the Professionals - 1 views

I have been doing digital photography for years and my personal computer is my business partner and has really helped me in numerous ways. My business and hobby has brought me many good things in l...

computer repair services

started by seth kutcher on 09 Sep 11 no follow-up yet
Alex Grech

Writing, Reading, and Social Media Literacy - Howard Rheingold - Now, New, Next - Harva... - 5 views

blogs.hbr.org/...mportance-of-social-media.html

rheingold Mind Amplifiers

shared by Alex Grech on 11 Sep 11 - Cached
  • When I first faced students in a classroom, I was surprised to discover that the mythology I had believed about "digital natives" was not entirely accurate. Just because they're on Facebook and chat online during class and can send text messages with one hand does not mean that young people are acquainted with the rhetoric of blogging, understand the way wikis can be used collaboratively, or know the techniques necessary for vetting the validity of information discovered online. Just as learning the alphabet requires further education before a literate person can compose a coherent argument, learning the skills of effective social media use requires an education that today's institutions and teachers are ill-prepared to provide.
  • We don't have time for institutions to change, which is why I've worked to provide tools for those educators who are using social media to prepare students for the 21st century.
David McGavock

Pop-Up University | DMLcentral - 0 views

dmlcentral.net/...pop-university

rheingold university pop up Cooperation learning culture

shared by David McGavock on 01 May 11 - No Cached
  • Networked social learning is most effective and truly magical when students who don't know one another one day start scouring the world for knowledge to bestow on each other the next day and spend their time contributing to each other's learning. It’s the unpredictable synergy that can happen when a group of strangers assembles online to learn together.
  • But the knowledge-sharing gift economy is a human creation – one that can't be predicted, commanded, or summoned but has to be nurtured, cultivated, and facilitated.
  • Michael Wesch's "A Portal to Media Literacy" made clear to me something I had been feeling my way toward -- a pedagogy that is more about collaboration than technology, in which the technology is central, but is a vehicle for co-discovery.
  • ...7 more annotations...
  • Henry Jenkins taught me about participatory culture and the importance of teaching skills of credibility (what I call "crap detection") transmedia storytelling, collective intelligence, and network smarts.
  • I learned from Mizuko Ito that young people use digital skills and knowledge exchange as social currency in fan cultures – using social media to learn about things that really matter to them, such as multiplayer games, Pokemon, mashups and fan videos.
  • Cathy Davidson's bold experiments in peer-to-peer learning, including "crowd-sourcing grading," gave me a working model to emulate and appropriate.
  • it only made sense to begin by mobilizing social media skills in parallel with introducing the subject matter. Teaching about social media doesn't make a lot of sense unless students can use social media in their learning
  • The choice to participate in creating and not just consuming the culture in which we live is crucial, and presenting that choice in terms that can engage students is critical.
  • The first acts on the first day of class are crucial – what chaos theorists call "sensitive dependence on initial conditions."
  • As one of my mentors, Lisa Kimball, taught me, a good online facilitator pays heed to the containers, but also thinks in terms of tempo. I knew the importance of engaging as many of the co-learners as possible in the first live session and the first weekend of forum and blog discussion.
  • David McGavock on 01 May 11
     
    If Rheingold U, my current experiment in cultivating wholly online, multimedia, unaccredited, for-not-much-pay learning communities, originally germinated out of fun and impulse, the next stage was more scary-serious. As soon as I took people's money and started telling the world about my intentions, I was obligated as well as motivated to make it work - not just to deliver a rich set of learning materials, but to conjure actual social learning magic
David McGavock

Users for Sale: Has Digital Illiteracy Turned Us Into Social Commodities? - 1 views

mashable.com/...users-products-rushkoff

shared by David McGavock on 08 Jul 11 - No Cached
  • In answer to your question, engaging with people costs us privacy. It always has. I think the only way to behave is as if nothing is private. And then fight to make what you care about legal and acceptable.
    • David McGavock
      David McGavock on 08 Jul 11
       
      key point
  • You warn against the dangers of “selling our friends” by connecting our social graphs to various networks and apps. How does this damage our relationships, even if we’re doing it unwittingly?
  • Unwittingly, well, it’s more like when your friends keep inviting you to FarmVille or LinkedIn. When they unwittingly turn over their address book to one of these companies that’s really just in the business of swelling their subscriptions so that they can go have an IPO.
  • ...8 more annotations...
  • You advocate “programming literacy” in the online platforms we use every day. How much can the average web user be expected to understand?
  • I don’t think the average web users of this century will achieve basic programming literacy.
  • If they don’t know how to make the programs, then I’d at least want them to know what the programs they are using are for. It makes it so much more purposeful. You get much more predictable results using the right technologies for the right jobs.
  • I want people to be able to ask themselves, “What does this website want me to do? Who owns it? What is it for?”
  • You note how our traditional social contracts (e.g. I can steal anything I want, but I won’t do it out of shame, fear, etc.) break down due to the anonymity and distance of the web. How can we change this and still maintain an open online culture?
  • We have an economic operating system based in scarcity — that’s how we create markets — so we don’t have a great way yet of sharing abundant resources.
  • It’s a problem of imagination, not reality. We have imaginary boundaries.
  • rather than getting people to use the web responsibly and intelligently, it may be easier to build networks that treat the humans more responsibly and intelligently. Those of us who do build stuff, those of us who are responsible for how these technologies are deployed, we have the opportunity and obligation to build technologies that are intrinsically liberating — programs that reveal their intentions, and that submit to the intentions of their users.
    • David McGavock
      David McGavock on 09 Jul 11
       
      On one hand Rushkoff is saying all people need to become more literate of "programming". On the other hand he says that programmers need to focus on doing the job well (treat humans more responsibly - reveal their intentions more fully).
David McGavock

How Technology Evolves | Digital Tonto - 0 views

www.digitaltonto.com/...how-technology-evolves

christensen heidegger kelly memes paradignms dawkins technology relationship

shared by David McGavock on 25 Jun 11 - No Cached
  • Perhaps what we fear most about technology is ourselves.  For better or worse, technology’s evolution and our own are inseparable.
    • David McGavock
      David McGavock on 25 Jun 11
       
      I think this is spot on. Technology tempts us, pulls us to go one way or the other. We are concerned about it taking control of us, isolating us from other things and relationships we value, corrupting us. To eat the apple or not, that is the questions.
  • the work of Diamond, Jacobs and Florida all have in common is that they describe technology very much like Heidegger – as an uncovering.   However, they all argue, quite rightly, that the work of uncovering technological principles requires an environment conducive to creativity; including prosperity, leisure time and opportunities for a diversity of ideas to mix.
  • What Does Technology Want? So is technology more worthy of our admiration or our fear?  Kevin Kelly, in his book What Technology Wants, argues for both.  He describes a neverending chain of solutions to problems that create still newer problems.
  • ...3 more annotations...
  • Technology, therefore, is somewhat dependent on precursors. What you start out with will help to determine what you end up with.
  • Sometimes it’s hard to tell if technology is something to love or to fear. Are computers making us smarter or dumbing us down? Are genetically modified foods a miracle or a menace? What’s really scary is how little control we have over it.
  • Whatever we might think or feel, technology will progress and we need to decide for ourselves how we will interact with it. Yet before we can do that, we need to understand how it evolves into being.
    • David McGavock
      David McGavock on 25 Jun 11
       
      This is an important purpose for the Mindamp group. While the name sounds like a call for amplifying our minds, much of our talk is about managing our minds; understanding (and using) tools to understand the evolution of the tools.
David McGavock

Shame and honour drive cooperation - 0 views

rsbl.royalsocietypublishing.org/...rsbl.2011.0367.full

cooperation Jennifer Jacquet shame honor game theory

shared by David McGavock on 25 May 14 - No Cached
  • Shame is a traditional deterrent from asocial behaviour and is employed when offenders are singled out for public scorn.
  • Modern democratic societies have moved away from including the public in the punishment, although in some cases (e.g. drunk driving licence plates) the state still sanctions shame [1].
  • shame as well as honour could become more prevalent as digital technology
  • ...15 more annotations...
  • We designed this public goods experiment to isolate the effects of being shamed or honoured, with no monetary consequences to either experience, and test whether the expectation of negative or positive reputational information enforces social behaviour.
    • David McGavock
      David McGavock on 25 May 14
       
      Point of the study
  • If players know that only the least or most cooperative individuals are to stand in front of their peers, will they cooperate more as a group?
  • In games that offer players anonymity, uncooperative behaviour is more prevalent [7] while the opposite is true of games in which players know that each of their decisions will be linked to their real identities [8–10]
  • confirming that, even when only the least or most cooperative individuals are to stand in front of their peers, players cooperate more as a group
  • expected that shame might be more effective than honour
  • n contrast to our expectations, we found no significant differences in group contributions over the first 10 rounds between the shame and honour treatments.
  • We hypothesized that the threat of shame or the prospect of honour would lead to increased public contributions.
  • Our results show that a promise to single out free-riding individuals for public scrutiny can lead to greater cooperation from the whole group, as can singling out the most generous individuals.
  • Group cooperation in the shame treatment significantly declined following round 10 (paired t-test between 10th and 12th round, t = 3.67, p = 0.005), corroborating our finding that the threat of being singled out as a free rider had been driving cooperation.
  • Cues of being watched enhance cooperation [11] and when humans lived in small groups, it was easy to observe individual behaviour.
  • language, replaced direct observation
  • the absence of shaming by the state does not preclude the absence of shame altogether in society, especially as social media increases the frequency, speed and inclusiveness of communication.
  • The Internet increasingly creates a global town square where controls are harder to implement and enforce, gossip travels fast, and where shame as well as honour therefore might experience resurgence.
  • Transparency also enhances cooperation [8–10] but can be costly to provide and its use can be limited. Transparency requires time evaluating and determining a satisfactory performance.
  • difficult in our current era, where human attention, not information, is a scarce resource [15].
    • David McGavock
      David McGavock on 25 May 14
       
      Interesting distinction; that attention is in shorter supply than information.
  • David McGavock on 25 May 14
     
    Full description of study by Jennifer Jacquet
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