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Ideas from Readings that relate to Yes Philly

Date post: 22-Feb-2016
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Ideas from Readings that relate to Yes Philly . Jaleesa Jackson . Creating Digital Media in Schools. Should help students with civic engagement . - PowerPoint PPT Presentation
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Ideas from Readings that relate to Yes Philly Jaleesa Jackson
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Page 1: Ideas from Readings that relate to Yes Philly

Ideas from Readings that relate to Yes Philly

Jaleesa Jackson

Page 2: Ideas from Readings that relate to Yes Philly

Creating Digital Media in SchoolsShould help students with civic engagement

• According to the article “Civic engagement comprises political activism, deliberation, problem solving, and participation in shaping culture.” (119, Levine)

Page 3: Ideas from Readings that relate to Yes Philly

How Does Yes Philly Use Digital Media

• Every classroom has Mac computers

• Everyday they use social media using digital media to learn

• They offer courses that relate to creating technology while creating media

Page 4: Ideas from Readings that relate to Yes Philly

Production• “Production offers a an

alternative means of addressing the issue of audience.” (174, Buckingham and Harvey)

• Production in meida classrooms takes the form of simulation.

• Students are required to use “artifacts” to cater to their audience.

Page 5: Ideas from Readings that relate to Yes Philly

Production @ YesPhilly• Creating video projects • Uploading them to a public

blog• Their audience is other

students in similar situations • Therefore, they don’t hold

back as much• But there are some who keep

information to themselves because they feel their audience won’t understand.

Page 6: Ideas from Readings that relate to Yes Philly

Audience

In Buckingham and Harvey’s article they believe that audience is an issue when it comes to making productions.

• I agree that sometimes students don’t want to share with their audience, however the students at yes Philly don’t mind sharing with classmates. It’s the people who are not familiar with their stories who they hide from.


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