The Experts below are selected from a list of 10299 Experts worldwide ranked by ideXlab platform

Carmen Redding - One of the best experts on this subject based on the ideXlab platform.

Koller Lauren - One of the best experts on this subject based on the ideXlab platform.

  • Behind The Screens: A Social And Emotional Learning Approach To Social Media
    DigitalCommons@Hamline, 2021
    Co-Authors: Koller Lauren
    Abstract:

    The research question for my capstone project is: How can social and emotional learning (SEL) be used as a tool in the classroom to address and combat the toxicity stemming from adolescent social Media usage? I have designed a student curriculum grounded in SEL methods titled “Digital Life Studies” to be implemented in middle level settings during advisory periods. Researchers and educators alike have observed that an increasing amount of students in middle level settings are gaining access to technology that connects them to the internet. A survey conducted by Common Sense Media revealed that 81% of teenagers (defined as ages 13-17) use social Media apps. This striking data exemplifies the high frequency of social Media usage and access to technology. Additionally, the research revealed that social Media platforms heavily influence students’ perception about themselves. Regarding their social Media use, 20% reported feeling more confident, 21% reported feeling more popular, and 25% reported feeling less lonely (Rideout & Robb, 2018). These findings confirmed that social Media is powerful. Not only is it growing in popularity, but it is also playing a prominent role in driving students’ self-perceptions and emotions. The introduction of social Media platforms has created a new digital dimension, where participation demands the posting of heavily edited content and the portrayal of a perfect life. For middle level students today, social Media and reality have become closely intertwined, blurred together with no clear line as to where one ends and the next begins. It is essential that our tech-savvy tweens are equipped with the necessary tools to be mindful and responsible social Media users. The Digital Life Studies curriculum provides an opportunity for students to learn about positive online behaviors for social Media use, as well as to develop an awareness of potential risk factors associated with these sites. These lessons will address eight Common themes of social Media usage: online identity, maintaining balance between online and offline activity, cyberbullying, the highlight reel, the fear of missing out (FOMO), self-esteem and the perfect image, digital footprint, and digital dangers

Sonia Livingstone - One of the best experts on this subject based on the ideXlab platform.

  • what s the new normal for parents and teens online Common Sense Media launches uk research
    2018
    Co-Authors: Sonia Livingstone
    Abstract:

    Common Sense Media’s latest report, co-authored with USC Annenberg, into the ‘new normal’ of Media use in UK families reveals that while parents report a Sense of anxiety and some conflict with their teens around Media, most believe that digital technologies have actually reduced tensions. Despite anxiety, both parents and teens are largely optimistic about the benefits their devices bring, writes Sonia Livingstone. Sonia is Professor of Social Psychology in the Department of Media and Communications at the London School of Economics and Political Science.

Eileen R Meehan - One of the best experts on this subject based on the ideXlab platform.

  • commodity culture Common Sense Media research and paradigm dialogue
    Journal of Media Economics, 1999
    Co-Authors: Eileen R Meehan
    Abstract:

    Recent debates between scholars representing political economy and cultural studies are reminiscent of exchanges between administrative and critical researchers in the 1970s and 1980s that produced no clearly opposing valuations undergirding their respective paradigms. Little real dialogue seems likely from the current debates between cultural studies and political economy, particularly as represented in the "colloquy" between them published in Critical Studies in Mass Communication. A close reading of that colloquy reveals stereotypes at work, which contrasts sharply with scholarship applying more integrative approaches, particularly the work applying critical research and theorizing on Media artifacts, Media institutions, and Media audiences.

Bazinet Nolan - One of the best experts on this subject based on the ideXlab platform.

  • Developing multiliteracies with digital games and digital literature in a college-level English course with first language and second language learners
    'Universite de Sherbrooke', 2019
    Co-Authors: Bazinet Nolan
    Abstract:

    Digital technology has had an increasing presence in the lives of children and young adults over the last 20 years. The American, non-profit organization Common Sense Media claims that 89% of teens now own a cellphone while 70% use social Media multiple times a day (Rideout & Robb, 2018). Similarly, in Canada, Statistics Canada reports that 96% of young people use the Internet on a daily basis or own their own smartphone (Statistics Canada, 2018, p.13). As a result of this, recent calls for critical education in regards to social and digital Media argue for the importance of 21st century Media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Gee & Hayes, 2011; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). Similarly, recent scholarship has discussed using digital games in language and literature courses, particularly L2 environments, demonstrating how digital games can increase motivation, vocabulary attainment, and provide other linguistic benefits (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang & Chen, 2012). Despite these claims, little research, has demonstrated the ways in which such texts can engender multiliteracies in both L1 and L2 environments. The study presented here sought to explore the multitliterate affordances when using digital literature and digital games for L1 and L2 learners at an English first language college in Quebec. 23 students participated in the qualitative, exploratory, design-based research study conducted in an English literature class. Results show that the implications of using digital games to engender multiliteracy development are substantive. Moreover, the study’s findings indicate that students were able to apply literary concepts through playing these games, as well as interrogate terms such as empathy, multimodality, and procedural rhetoric. Therefore, digital games can be understood as convergent texts (Jenkins, 2006) in that they afford a multitude of literacies, engagement, reflexivity, and lend themselves to critical, literary analysis. However, more research is needed, particularly on the specific ways these texts might be integrated into the classroom so that teachers are provided with detailed information on how to teach with them.Au cours des 20 dernières années, une présence accrue de la technologie numérique s’est manifestée dans la vie des enfants et des jeunes adultes. L'organisation à but non lucratif américaine Common Sense Media affirme que 89 % des adolescents possèdent désormais un téléphone portable, tandis que 70 % utilisent les médias sociaux plusieurs fois par jour (Rideout et Robb, 2018, p. 8). De même, au Canada, Statistique Canada rapporte que 96 % des jeunes utilisent Internet quotidiennement ou possèdent leur propre téléphone intelligent (Statistique Canada, 2018, p. 13). En conséquence, les récents appels au bénéfice d'une éducation critique en matière de médias sociaux et numériques plaident en faveur de l'importance des compétences en matière de médias et de littératies du XXIe siècle (Butler, 2017; Storksdieck, 2016). Ces appels rejoignent un groupe de chercheurs qui revendiquent depuis longtemps l'importance du développement des multilittératies en éducation (Cope et Kalantzis, 2000; Gee et Hayes, 2011; Lankshear et Knobel, 2011; New London Group, 1996). Parmi les textes qui peuvent faciliter le développement des multilittératies, les jeux numériques représentent une option possible en éducation, compte tenu de leurs possibilités de susciter la pensée critique ainsi que d’autres pratiques multilittéraires complexes (Beavis, O'Mara et McNeice, 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008; Steinkhueler, 2010). De même, des travaux récents ont porté sur l'utilisation de jeux numériques dans les cours de langue et de littérature, en particulier dans des situations d’apprentissages de L2, démontrant ainsi comment les jeux numériques peuvent augmenter la motivation, l'acquisition du vocabulaire et d'autres avantages linguistiques (Guerrero, 2011; Vahdat & Behbahani, 2013; Yang et Chen, 2007, 2012). En dépit de ces affirmations, peu de recherches ont démontré la manière dont de tels textes peuvent engendrer les multilittératies dans les environnements de L1 et L2. L'étude présentée ici cherchait à explorer les avantages des multilittératies, lors de l'utilisation de la littérature numérique et des jeux numériques dans un collège anglophone au Québec. Vingt-trois étudiants ont participé à une étude qualitative, exploratoire, basée sur une recherche orientée sur la conception (design-based research) en éducation, dans un cours de littérature anglaise. Les résultats montrent que les conséquences de l’utilisation des jeux numériques pour générer un développement en multilittératie sont considérables. De plus, les conclusions des recherches indiquent que les étudiants parviennent à appliquer les concepts de littératie dans leurs jeux numériques en revisitant certains termes tels que : empathie, multimodalité et rhétorique procédurale, tout en les questionnant. Par conséquent, les jeux numériques peuvent être appréhendés comme des textes convergents (Jenkins, 2006) dans la mesure où ils permettent une multitude de littératies de même qu’un engagement et une réflexivité accrus en se prêtant à une analyse littéraire critique. Cependant, des recherches supplémentaires s’avèrent nécessaires, en particulier sur les moyens précis d’intégrer ces textes dans la classe afin que les enseignants disposent d’informations détaillées sur la manière de les utiliser dans leur enseignement