Digital Media And New Literacies

İletişim olgusu, toplumsal bir varlık olan insan için her dönem önemli bir konuma sahip olmuştur. Tarihin ilk dönemlerinden itibaren doğa ile iç içe yaşayan insan beslenme, barınma ve korunma gibi temel ihtiyaçlarını giderirken iletişim kurmaya çabalamıştır. İletişim her dönem insanların hayatlarını biçimlendirmiş, yaşayışlarına yön vermiştir. Toplumsal dönüşümü hızlandıran ve sosyalleşmeyi biçimlendiren iletişim olgusu, medyanın etkisiyle birlikte daha zengin bir yapıya kavuşmuştur. Geleneksel medyadan yeni medyaya dönüşüm sürecinde iletişim teknolojileri etkisini derinden hissettirmiş ve içinde yaşadığımız dönem “medya çağı” olarak ifade edilmeye başlamıştır. İletişim bugün gerek sokakta, gerek evde izlediğimiz televizyonlarda, gerek sanal ortamda ve gerekse de reel hayatımızda vazgeçemediğimiz olgular arasında yer almaktadır. 23 farklı çalışmadan oluşan bu kitap, altı farklı kategoride bulunan bilimsel çalışmaları kapsamaktadır. Bu kategoriler sırasıyla; “Halkla İlişkiler ve Medya”, “Bilişim ve Medya”, “Sinema ve Medya”, “Sanat ve Medya”, “Kültür ve Medya”, “Siyasal İletişim ve Medya”dır.

Introducing Global Pandemics: a cutting-edge, browser-based, digital learning experience—designed to enhance student understanding of the role of pandemics in world history. One year in the making, and involving a talented, interdisciplinary team from around the world—the new product features cutting-edge digital learning design, web animation, interaction design, and digital storytelling. 

Explore Plague of Athens now!
Experience our fully animated, interactive web app on desktop Chrome browser!
https://pandemics.historyadventures.app/

History Adventures: Global Pandemics
Presenting Chapter 1: “To Do No Harm,” the story of Nikos of Athens, a physician during the Plague of Athens, 429 BCE, who struggles to treat the multitude who fall ill during this world-upending ordeal, causing him to question everything he holds dear, from his faith in Apollo, healer under the gods, to the meaning of his Hippocratic Oath, and what is truly at stake in medical ethics.

Interactive Digital Storytelling
The Global Pandemics prototype consists of over 50 uniquely designed, animated web pages featuring over 2 hours of engaging, rewarding learning material for students to explore. The product combines digital storytelling with interactive learning design to craft a rich, complex pedagogical experience that immerses students in the power of story—narrativizing the experiences of diverse people, around the globe, who lived through history’s worst pandemics—interwoven with rich, multimodal learning content.

Applied Educational Research
Global Pandemics provides historical context for students about the challenges COVID-19 has presented to people around the world. The design of Global Pandemics is positioned at the nexus of innovative pedagogical, theoretical, and technological practices—including narrative studies, multimodal literacies, and game-based learning research. Synthesizing the best of history games, visual learning, interactive textbooks, and history apps, Global Pandemics introduces novel features, design elements, and affordances—demonstrating the effectiveness of applied educational research to enhance learning outcomes. The central question posed is whether—and to what degree—the innovative digital learning design of Global Pandemics will result in a measurable increase in student interest, engagement, and understanding of key concepts in epidemiology as well as the role of pandemics in world history. A secondary question is how to iterate product design to improve engagement and successful learning outcome metrics even further.

Global Pandemics, Chapter 1: “To Do No Harm,”
Plague of Athens, 4th Century BCE

Building on a rich tradition of digital media and learning research, Global Pandemics immerses and engages students through meaningful choice and multimodal interaction design; provide systems-based interpretations that emphasize complexity, interdependencies, and causal connections; played out within a problem space that encourages students to perceive connections between past and present—making that understanding more visceral, tangible, and real—and in the process sparking enthusiasm for learning about the past. Global Pandemics offers an innovative solution for engaging millennial students and inspiring curiosity for learning about history.

This browser-based digital learning experience introduces multiple novel technologies, including:
3D Motion Design to Recreate History
Advanced Web Animation to Simulate Pathogens
Immersive 360 Panoramas of Historical Locations
Animated Historical Timeline & Maps
Choice-based Narrative Design
Interactive Original Historical Documents
Media-Rich Adaptive Assessments

Created by Spencer Striker, PhD
Digital Media Design Professor at Northwestern University in Qatar

Tags
#digitallearning #digital #education #innovation #anthemawards #WebbyAwards #worldhistory #peopleshistory #connectedlearning #curiosity #animation #exploration #revolution #othersideofhistory #narrativedesign #interactiondesign #GamesBasedLearning #chooseyourownadventure #worldofcharacters #jamespaulgee

Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified vocabulary curriculum begins with clear learning goals, a careful selection of key terms, and the transformation of activities into quest challenges. This article shares how to design a gamified vocabulary curriculum to scaffold higher order thinking skills. Snapshots and examples of vocabulary gamification, along with suggestions for everyday practice, are included and aligned to the levels of Bloom's taxonomy. A discussion on how gamification supports student autonomy and mastery learning in a goal-oriented environment is provided.

International news, with its own characteristics and dynamics, are loaded with a strong power of representation and are for the majority of the people the first way to get an idea of the world. Their international projection often implies considerations related to media geopolitics or traditional forms of propaganda. News and media literacy limited interest on inter- national news requires thinking about the design of a model to critically approach news on international issues. The results obtained through an online survey with an adult Spanish-speaking population suggest the existence of different levels of critical approach to news on international issues, ranging from passive consumption to the exercise of an informed and active citizenship of the world.

Scientists tend to look at visual design and aesthetics as purely artistic and subjective. Professionals from the creative industry, such as graphic designers, visual designers, and digital media producers are very aware that visuals have a profound effect when communicating with an audience. Effective visual design triggers the emotions of users. Therefore, it is necessary to understand and apply design elements and principles in the learning context, using pedagogies and instructional strategies in conjunction with principles of layout design, colour, typography, and image use to enhance the learning experience. If these visual design principles are appropriately applied, it also produces universal designs, catering for learners with disabilities (e.g. colour blindness and dyslexia). Designing effective online learning is very little related to artistic flair and creativity. Contrary to what many learning professionals think, understanding these principles is not gained by simply creating digital media. They need to be formally taught. To demonstrate how effective these principles are for creating instructional materials, the author discusses their scientific basis by explaining how visual stimuli work in the human brain.

This article originally appeared in Training & Development magazine, December 2019 Vol. 46 No. 4, published by the Australian Institute of Training & Development

This chapter positions pornography as an important media genre for both questioning normative expectations and exploring forms of resistance to intersectional subjugations. Media literacy provides tools for critically analyzing the gender and sexual politics that infuse our culture.

The Internet represents an important source of information for many students. Yet, most lack proficiency in the requisite skills necessary for efficient and effective Internet research. As a result, teachers are seeking strategies to develop students’ skills for conducting online inquiry. Acknowledging this context, we present a self-regulatory framework, referred to as CAPES, that represents a discrete process that can be integrated into instruction to support student inquiry. This process is demonstrated through think-alouds designed to systematically guide students within key phases of online inquiry. Additional considerations and suggestions are provided to facilitate the development of lessons that incorporate the framework.

This paper (in press) is part of a collection asking questions about research-creation, creation as research. It began as a poem performed publicly while walking around a colleague, whose paper I was responding to, with a tensor bandage wrapping and unwrapping, binding and unbinding his arms and torso as I changed direction in my circular windings. Slowly, I placed the lines written on sticky notes on his sweater after reading them. He was a sight, as well as the site of the performance, and together we troubled citational practices and notions of attribution. In a research-creation paradigm, what would these look like and how might they be understood? Are alternative citational practices required as current Western scholarship moves toward recognizing multimodal and performative knowledge production? This paper presents the provocative sight/site/citing of the poem through photographs of the sticky notes paralleled by reflections on this theme.

Texto propõe discutir e apresentar possibilidades prático-reflexivas do uso das mídias no campo da Educação Física, sob a perspectiva da Mídia-educação (Física), publicado na coletânea " Diálogo entre Educação Física e Comunicação compartilhando saberes e práticas" (Allyson Carvalho de Araújo et.al., 2015).

Die Ökonomisierung des Social Networking und die Kommerzialisierung
des Teilens in der Share Economy haben den Stellenwert und den
Umgang mit Bildern im Netz weitreichend verändert. Die Einsicht,
dass auf den Aufmerksamkeitsmärkten der Online-Kommunikation
audiovisuellen Inhalten eine wachsende kommunikative und ökonomische
Bedeutung zukommt, wurde bereits in der Ära des Web 1.0
formuliert. (Goldhaber 1997) Der Aufstieg der Sozialen Medien Facebook
(2004), YouTube (2005), Twitter (2006) und Instagram (2010)
wurde begleitet von Visionen einer partizipatorischen, herrschaftsfreien
Vernetzung. Heute befinden wir uns in einer postpartizipatorischen
Umbruchphase und können die Ausbildung von Professionalisierungstendenzen
und Klassenstrukturen auf Community-Portalen
beobachten. Eine neue Repräsentationskultur des sozialen Aufstiegs
und der Macht des Geldes ist entstanden, die sich von den Visionen eines
alternativen Wirtschaftssystems des kostenfreien Gemeinguts und
der ehrenamtlichen Zusammenarbeit distanziert. Vor diesem Hintergrund
bildet der Ausgangspunkt meiner Überlegungen die Annahme,
dass Bilder bei der medialen Vermittlung von sozialem Status einen
großen Stellenwert einnehmen. Auch in der vernetzten Gesellschaft
der Gegenwart bestimmen materielle Werte den sozialen Status, erfahren
mediale Inszenierungen von monetärem Reichtum und sozialem
Prestige eine hohe Aufmerksamkeit. Welche Kommunikationsfunktionen
übernehmen Bilder in Online-Communities, wenn sie als Mittel
für die Repräsentation von Sozialprestige eingesetzt werden?

This paper is a conceptual framework for comprehending how the shift in people’s access and choices in news, entertainment, and other information, changes people’s media consumption habits; thwarts many Mass Media business models and practices; and proposes that a shift is underway from the Mass Media of the Industrial Era and to the computer-mediated Individuated Media of the Informational Era. This epochal shift, resulting in most people having nearly instantaneous access in hand to more information than has before been printed or broadcast, is the greatest change in the history of media. It is already causing profound political, industrial, and societal effects and changes worldwide.

The article focuses on methodological and methodic considerations concerning the research on every day literacies of adolescents from a sociolinguistic perspective. Relating to the linguistic-anthropological concept of enregisterment the article advocates for the integration of ethnographic methods to the research designs of sociolinguistic writing studies. In the light of the enormous differentiation of writing events due to the mediatiziation of communication, the term of sociolinguistic registers of writing becomes important. The article suggests a three-level-model of analysis and gives a concluding case example of its application by discussing the pragmatic functions of the period within informal, interpersonal registers of digital writing.

Negli ultimi cinquant’anni il videogame ha ridefinito il concetto di intrattenimento nella nostra società e il suo mercato è diventato uno dei più creativi e importanti del mondo, ma per molti aspetti è un mondo ancora sommerso.
Questo libro cerca di rispondere alle domande essenziali su cosa definisce un videogame, perché giochiamo e chi sono i videogiocatori, per condurre l’esplorazione verso fronti ulteriori.
Attraverso molteplici prospettive e approcci teorici, gli autori offrono una guida al videogame come nuovo medium della cultura pop contemporanea, mentre il racconto delle evoluzioni tecnologiche e del mercato mostra al lettore, neofita o videogiocatore, il dietro le quinte di un’industria innovativa.

This article examines the implications for the formal and informal acquisition of media competencies with a focus on school-aged children. The importance of gaining media competence is emphasized in regards to the opportunities, either with institutional support or through the informal channels. The first part of the paper describes the impact of mass media on the generations that grew up using modern technology. With the help of media perceptions, the propaganda industry aims to influence the perceptual, moral and affective development of the young people. Here are also listed the recent research on exposure of children and youth to the media. The second part of the paper critically examines the different means where different types of media influence the cognitive processes in students' school and out-of-the-school environment. Listed are the features of traditional and seemingly linear media versus the modern and interactive displays conveyed by the digital technologies. Accordingly, the psychological and sociological paradigm of the media audience are contrasted, where the student is referred to as a passive recipient of information in a transmission teaching style, while the transactional learning model portrays the student as competent to construct his / her own learning process, or to analyze it himself/herself. Emphasized are the implications for the acquisition of media competence, where students could be assisted by teachers and parents, either institutionally or informally. It is concluded that the implementation of the critical thinking in the concept of media competence can reduce the adverse impact of the contemporary media on young people. Media competence can be developed successfully both formally and informally. It is also necessary to institutionalize the media education in schools and to educate both teachers, students and parents.

This article discusses issues of technology, interactive media and preschool education related to the areas of early language and literacy. From discussions with other researchers and practitioners, we suspect that the status, situations, and children’s reactions to technology reported on here apply widely across disciplines and curricular areas in early childhood. We focus first on current research related to the role of technology in preschool children’s early language and literacy instruction and then discuss what we believe is critically important to address by any preschool or other level of educational institution in order to redress serious shortcomings in the role of technology in the classroom education of today’s young children.

Antero Garcia and T. Philip Nichols explore how classrooms and schools must reframe their conceptions of technology from a focus on tools that serve specific purposes to a focus on platforms and their ecologies. In doing so, they argue, educational stakeholders should attend to three different dimensions of how technology is integrated in schools: the social uses of digital technologies, the design decisions that were made about these products, and the material resources that help make them operate. This approach requires educators to ask complicated questions about what technology does in schools and how to teach with and about it.

Media Literacies: A Critical Introduction traces the history of media literacy and grapples with the fresh challenges posed by the convergent media of the 21st century. The book provides a much-needed guide to what it means to be literate in today’s media-saturated environment.

This article explores how research conducted in the emerging discipline of Game Studies may be used to develop tools for teaching videogames in the English and Literacy classroom. The article argues, by drawing on the debate between ‘narratologists’ and ‘ludologists’ that acknowledging and marking out the key differences between videogame play and the ‘reading’ or ‘consumption’ of other media texts is integral to the successful uptake and development of videogame- based and videogame-centred curriculum.

Afrofuturism is a storytelling genre that appears in multiple media types, including books, films, television, comics, music, and art. Drawing from genres such as science-fiction, fantasy, horror, magical realism, and other speculative genres, Afrofuturism re-envisions the past, present, and future in order to show what the Black community does and can look like in imaginative and yet intensely real ways. Afrofuturism challenges its audiences' ideas about race, gender, science, and technology, as well as those audiences' assumptions about the past and expectations about the future. The fluid nature of Afrofuturism (Brooks, 2018) makes it difficult to define, but this fluidity allows for compositional flexibility and playfulness. Afrofuturism explore issues that also defy borders and definition, such as disability, sexuality, and gender (Brooks, 2018, Faucheux, 2017; Schalk, 2018). After surveying Afrofuturist works across media types, I found that Afrofuturism provides a rich resource for college literacy instruction, especially the teaching of composition and rhetoric. I argue that professors can incorporate Afrofuturism in their classrooms to create learning spaces in which all their students can practice thinking and writing more critically and fluidly, but also highlight how Black people have been and are creators of knowledge and stewards of literacy. Additionally, I provide pedagogical examples of how to incorporate Afrofuturism into the classroom beyond inclusion in the reading list.

The first product in the award-winning History Adventures, World of Characters series

Now available for download around the world on Apple Books, as well as Chromebooks, iOS, Android, and Kindle Interactive.

Apple Books: https://books.apple.com/us/book/history-adventures-world-of-characters/id1557927535
Chromebooks: https://revolutions.historyadventures.app/
iOS: https://apps.apple.com/us/app/history-adventures/id1543923847
Android: https://play.google.com/store/apps/details?id=com.spencerstriker.history_adventures
Kindle Interactive: https://www.amazon.com/History-Adventures-World-Characters-Industrialization-ebook/dp/B08YXN4W29

Journey Through our Digital Book

In your journey through this digital book you are going to discover the lives of  five individuals who had to work out where they stood into this modern world.

In late 18th Century America, one unnamed slave turned spy, Agent 355, decided to risk everything for the cause of revolution and the principle of freedom.

On the other side of the world in Australia, Jiemba of the Eora Nation, decided to fight for his traditions against British invaders intent of colonizing his ancestral homeland and trampling on his beliefs.

Half a century later, a Chinese trader, Fei Hong fought a different battle. Hong decided to smuggle British opium from India to China and lost everything as he went from smuggler, to trafficker and finally addict before being caught. 

In 1890s Africa, Khari decided to oppose European trade and fight back against the Belgian exploitation of his ancient tribal lands along on the Congo River. The Belgian’s murderous regime had mercilessly extracted  rubber using local labour and Khari refused to let his tribe suffer any more. Resistance was the only choice.

150 years after Agent 355, a social reformer called Thomas Brown decided to disguise himself as a janitor and expose the truth about the infamous Chicago meat packing district. He uncovered a world of filth, corruption and reckless disdain for human life that led him to question what the future would bring.

Just like everyone in this History Adventures (world of characters) YOU will have to decide whether the unparalleled technological and economic advancements of the period from 1750-1900 was worth the human cost. Ultimately, the experiences of Agent 355, Jiemba, Fei Hong, Khari and Thomas Brown challenge you to think “what would I have done?” And, this is the best question about the past you can ever ask…

History Adventures presents a fresh approach to history education, designed for today’s digital generation.

Created by Spencer Striker, PhD

Medya ile yanıltmanın tarihi yeni değildir. Neden-sonuç ilişkilerini irdelemek, bilgi ve enformasyonu toplayarak sorgulamak, onların doğru ya da yanlış, hakiki veya yolundan saptırılmış, ahlaki olarak doğru ya da yozlaşmış olup olmadığını belirlemek sıradan vatandaş için başlı başına bir sorun haline gelmiştir. Daha da kötüsü, bunun farkında olan ve sorgulayan bireylerin, toplumun egemen “doğru” larına uymadığı kanaatiyle radikalleştiği yargısıdır. İletişimsel ortam, anlatılan/kurgulanan hikayeler ile kanaatlerini oluşturan ancak içerikteki yönlendirme/yanlış bilgilendirmeyi sorgulamayan kişilerin çoğunlukta olması durumunda sorunlu bir karaktere bürünmektedir. Elbette ki gerçeklik, “hakikat” ile özdeş değildir. Hakikate ulaşmadaki sorunlardan birini, egemen anlatılara kolayca “uyum sağlamak” olarak varsaymak mümkündür. Anlatının içeriğini sorgulamamak ve körü körüne inanmak, - medya profesyonellerinin yönetimsel çıkarlar uğruna, ekonomik ve politik bağlamda halkın çıkarını ört bas ettiği hikayelerde, halkı oluşturan herkes için sahte biliş(ler)e kapılma tehlikesini içermektedir. Halkın yararına inşa edilen ve çok ciddi yanılsamalar içeren anlatıların yol açtığı iletişimsel illüzyonlar bu çalışmanın vurguladığı konulardan biridir. İlişkili diğer bir sorun, bu kişilerin, kendi referans çerçevelerine denk düşen gerçeklikler üzerinden dünyayı olumlaması ve gerçekliklerinin dışında kalanları tamamen reddetmesi ile manevi gettoların içine sıkışıp kalması olarak varsayılabilir. Çalışmanın temel varsayımı, aslında incelenmeye değer soruları da beraberinde getirmektedir: Toplum, hep birlikte ve aynı anda “hakikat ötesi durum” da mı yaşamaktadır? Hakikati yaratmada medyanın rolü nedir? Hakikat ötesi çağda illüzyonlar nasıl üretilir? Medya aktörleri hangi ekonomi-politik bağlarla eyleme geçer?

We are junior, tenure-line faculty at a research-intensive institution in the Southwestern United States. Most of our responsibilities lie with mentoring and advising graduate students who are practicing teachers in local schools. As such, one of our major goals is to bring together our research interests in New Literacies (New London Group, 1996) into our work as mentors and advisors. We determined that we would benefit from a multimodal method for supporting our thinking together with our teachers, together with each other, and separately. By multimodal, we mean that we were utilizing multiple modes, including image, print text, or spatial arrangement (Jewitt & Kress, 2003) across our work. Even images themselves are multimodal (Duncum, 2014), specifically taking mode of color and spatiality into account (Jewitt and Kress; Kress & van Leeuwen, 2001). Among the strategies we came to use with our students is collage (combining images, words, and other symbols and icons purposely on a page). The purpose of this study was to examine our uses of collage as a multimodal method of supporting graduate student teachers and to reflect on and improve our practice as teacher educators (LaBoskey, 2004). In our state, there are large populations of English learners with Hispanic/Latino and/or Native American/American Indian heritage who need intensive language and literacy support. Teachers in our state are among the lowest paid nationwide making turnover an issue. Graduation rates, although they are improving, are low. Thus, it is critical for our state to improve literacy instruction, but given our context, the work is also challenging. Our literacy program is part of an interdisciplinary department that mostly awards graduate degrees and offers some undergraduate service courses. We want our students who are teaching in schools to see a graduate degree as a way to feel sustained and empowered in their work with children. Collage became one avenue of several we tinkered with for doing and reflecting on our work in this context.

Purpose: To present the instructional activities of an intervention enacted in two formative experiment studies. The goal of these studies was to improve students' argumentative writing, both conventional and digital, multimodal.
Design/methodology/approach: This chapter provides the instructional steps taken by high-school teachers as they integrated multimodal argument projects into their classroom, describing the planning and instructional activities needed to teach students both the elements of argument and the practice of digital, multimodal design.
Findings: The author discusses the practical pedagogical steps and considerations needed to have students create digital, multimodal arguments in the form of infographics and public service announcements. Students were engaged in the creation of these arguments; however, practical considerations are discussed for both task complexity and the merger between digital and conventional writing.
Practical implications: Research suggests that integrating digital tools
and multimodality into classrooms may be needed and valued, but practical suggestions for this integration are lacking. This chapter provides the needed pedagogical application of digital tools and multimodality to academic instruction.
Keywords: Argument; multimodality; infographic; public service
announcement

As we progress into the digital age, text is experiencing a resurgence and reshaping as blogging, tweeting and phone messaging establish new textual forms and frameworks. At the same time, an intrusive layer of text, obviously added in post, has started to feature on mainstream screen media-from the running subtitles of TV news broadcasts to the creative portrayals of mobile phone texting on film and TV dramas. In this paper, I examine the free-floating text used in BBC series Sherlock (2010-). While commentators laud this series for the novel way it integrates text into its narrative, aesthetic and characterisation, it requires eye tracking to unpack the cognitive implications involved. Through recourse to eye tracking data on image and textual processing, I revisit distinctions between reading and viewing, attraction and distraction, while addressing a range of issues relating to eye bias, media access and multimodal redundancy effects. Link: https://refractory-journal.com/dwyer/

The increasing and pervasive use of online technologies, especially social media, has inspired scholars to investigate how the Internet influences communication. As young people represent the fastest growing adopters of new online technology, much of this research targets youth activity online. But how is the communication discipline taking up this issue, broadly? Typically left to new media and computer-mediated communication scholars, we argue youth online activity raises new and exciting possibilities for researchers across the communication discipline. In this paper, we present a qualitative content analysis of communication research about youth and the Internet. Our analysis of over 700 journal articles provides a clear picture of past and present trends in communication research of youth online activity. Furthermore, we discuss the top four content themes, including: uses and gratifications, engagement, identity, and the uniqueness of youth experience. Critically, we articulate how such research organizes and positions youth in meaningful ways, paving the way for issues of inclusion. We call for a shift from a “difference” framework to one that more explicitly considers “complexity” before suggesting opportunities for future research that crosses and unites subdisciplinary boundaries.

Children's screen dependency is increasing day by day. They are either glued on television screen or on mobile phone screen most of the time. It has been proved in several studies that exposure to food ads on television has direct impact on food habits of various marketing techniques like toys, giveaways along with food products which insist them to buy that product. Cartoon characters, attractive packaging, and musical ads of food and beverage attract young child sugar, saturated fat, high in calories and low in nutrition. Study concludes that majority of parents (69%) agreed that they know fast food and snacks are unhealthy for them from eating that food. Sixty five percents respondents said that television viewing and exposure to food ads have made their kids stubborn. They demand for those food items which they have seen on television ads. Majo shows that food and beverage advertisements affect children's eating habits. Food ads have made them fond of fast foods and snacks.

The definition of what is considered literacy is ever changing as is the literacy practices that are welcomed into a classroom space by ELA teachers. This collective case study explores the social positioning, trajectories, sedimentation, and negotiation of students’ identities, agency, and relationships in an English language arts (ELA) classroom that welcomes students’ unsanctioned literacy practices and is framed using the tenets of participatory culture and care ethics. The ELA classroom is a space particularly positioned well to foster student identity exploration; however, an ELA teacher may inadvertently curtail or even suppress student identity exploration when deciding what is taught, how it is taught, and when it is taught. In addition, any teacher—and I argue particularly an ELA teacher—is positioned to foster students’ relational growth through the establishment of caring relationships in a classroom space.
The study is founded in sociocultural theory which views literacy to be multiple, multimodal, and multilingual as situated in and across social and cultural contexts. With a sociocultural approach in mind, I conduct an eight-week-long collective case study of four high school students situated in a suburban high school located in the Southern United States in order to understand the trajectories their identities, agency, and relationships take in an ELA classroom intentionally designed to welcome any unsanctioned literacy practices into the classroom through
the making of zines. I observed their zine making over the course of eight weeks, and throughout that time I collected several sources of data, including video and audio recordings, written reflections, formal and informal interviews, a researcher’s journal, and their zine artifacts. In the inductive analysis of the data, I notice recurring themes such as the students’ negotiation of identity and agency when creating zines and their negotiation of their relationships with their peers when sharing and discussing their zines.
Results suggest that students can and do negotiate their identities using what they might perceive as typically unsanctioned literacy practices that are not always readily recognized in an ELA classroom. Students also can and do draw from the lived experiences to help them negotiate
their actions in the classroom, including how much they participate or engage in discourse with their peers and teacher. In addition, students who are exposed to the literacy practices of their
peers and share their own can and do develop more caring, empathetic relationships with their peers and teacher. As the four participants engaged in zine making, each was unique in which literacy practices they used and how they used them to negotiate their identity, how they
positioned themselves and took up, resisted, or rejected how others positioned them, and how they negotiated their relationships in the classroom. These findings are particularly important to
understanding how a classroom attempting to use the tenets of participatory culture as a framework for assignments and curriculum design may be beneficial to student identity work.
However, I argue educators should be wary of romanticizing participatory culture, as its tenets are more aspirational than tangible depending on the educational setting and context. It is more important to concentrate on exploring meaningful connections between students and their literacy practices and their relationships to one another in support of those practices.
This study offers new understandings and insights into the literacy practices of students and how those practices are connected to the negotiation of their identities, agency, and relationship trajectories. It calls for future longitudinal studies that may determine further nuances to the relationship between literacy practices and student identity formation as well as studies that look closer at the impact of identity exploration in the ELA classroom on students gaining deeper knowledge of the ELA curriculum and the differences in how male and female
students may take up identity exploration.

The paper deals with the influence of digital environment-digital media, in particular television and the Internet as the most influential mass media, on children through different cultural, social, educational and behavioral aspects. It analyzes the changes that information revolution and digital mass media brought to the society in terms of changes in patterns of behavior, new ways of creating personal identity through the patterns imposed by television and the Internet. The paper also represents the main educational and behavioral aspects of television and the Internet, especially e-learning; the implications and aspects of using smart mobile phone, and the concept of m-learning. In addition authors analyzed the advantages and risks mentioned returns, and they give their overview and proposals for developing e-learning and m-learning as concepts.

Key words: Internet, television, pedagogical, educational, behavior, identity, e-learning, m-learning