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Digital Media and Technology in After School Programs Libraries and Museums

Digital Media and Technology in After School Programs Libraries and Museums

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Published by The MIT Press
Digital media and technology have become culturally and economically powerful parts of contemporary middle-class American childhoods. Immersed in various forms of digital media as well as mobile and Web-based technologies, young people today appear to develop knowledge and skills through participation in media. This MacArthur Report examines the ways in which afterschool programs, libraries, and museums use digital media to support extracurricular learning. It investigates how these three varieties of youth-serving organizations have incorporated technological infrastructure and digital practices into their programs; what types of participation and learning digital practices support; and how research in digital media and learning can contribute to better integration of technology within and across these organizations.

The authors review a range of programs (including the long-running Computer Clubhouse movement, established in 1993 in partnership with MIT’s Media Lab), and then use the idea of “media ecologies” to investigate the role that digital media play (or could play) in these “intermediary spaces for learning.” They call for less anecdotal, more empirical and methodologically sound studies to help us understand the affordances of digital media for learning within and across these programs; for research focused on the relationship between digital media and the effectiveness of youth-serving organizations; and for further study of schools within childhood media ecologies.
Digital media and technology have become culturally and economically powerful parts of contemporary middle-class American childhoods. Immersed in various forms of digital media as well as mobile and Web-based technologies, young people today appear to develop knowledge and skills through participation in media. This MacArthur Report examines the ways in which afterschool programs, libraries, and museums use digital media to support extracurricular learning. It investigates how these three varieties of youth-serving organizations have incorporated technological infrastructure and digital practices into their programs; what types of participation and learning digital practices support; and how research in digital media and learning can contribute to better integration of technology within and across these organizations.

The authors review a range of programs (including the long-running Computer Clubhouse movement, established in 1993 in partnership with MIT’s Media Lab), and then use the idea of “media ecologies” to investigate the role that digital media play (or could play) in these “intermediary spaces for learning.” They call for less anecdotal, more empirical and methodologically sound studies to help us understand the affordances of digital media for learning within and across these programs; for research focused on the relationship between digital media and the effectiveness of youth-serving organizations; and for further study of schools within childhood media ecologies.

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Categories:Types, Research
Published by: The MIT Press on Dec 21, 2010
Copyright:Attribution Non-commercial

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05/28/2013

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Digital Media and Technology in Afterschool Programs,Libraries, and Museums
This report was made possible by the grants from the John D. and Cath-erine T. MacArthur Foundation in connection with its grant makinginitiative on Digital Media and Learning. For more information on theinitiative visitwww.macfound.org.
 
The John D. and Catherine T. MacArthur Foundation Reports onDigital Media and Learning
 Peer Participation and Software: What Mozilla Has to Teach Government 
byDavid R. Booth
 Kids and Credibility: An Empirical Examination of Youth, Digital Media Use,and Information Credibility 
by Andrew J. Flanagin and Miriam Metzgerwith Ethan Hartsell, Alex Markov, Ryan Medders, Rebekah Pure, andElisia Sim
The Future of Learning Institutions in a Digital Age
by Cathy N. Davidsonand David Theo Goldberg with the assistance of Zoë Marie Jones
New Digital Media and Learning as an Emerging Area and “Worked Examples”as One Way Forward 
by James Paul Gee
 Digital Media and Technology in Afterschool Programs, Libraries, and  Museums
by Becky Herr-Stephenson, Diana Rhoten, Dan Perkel, andChristo Sims with contributions from Anne Balsamo, Maura Klosterman,and Susana Smith Bautista
 Living and Learning with New Media: Summary of Findings from the DigitalYouth Project 
by Mizuko Ito, Heather Horst, Matteo Bittanti, danahboyd, Becky Herr-Stephenson, Patricia G. Lange, C. J. Pascoe, and LauraRobinson with Sonja Baumer, Rachel Cody, Dilan Mahendran, KatynkaZ. Martínez, Dan Perkel, Christo Sims, and Lisa Tripp
Young People, Ethics, and the New Digital Media: A Synthesis from theGoodPlay Project 
by Carrie James with Katie Davis, Andrea Flores, JohnM. Francis, Lindsay Pettingill, Margaret Rundle, and Howard Gardner
Confronting the Challenges of Participatory Culture: Media Education for the21st Century 
by Henry Jenkins (P.I.) with Ravi Purushotma, MargaretWeigel, Katie Clinton, and Alice J. Robison
The Civic Potential of Video Games
by Joseph Kahne, Ellen Middaugh, andChris Evans
Quest to Learn: Developing the School for Digital Kids
by Katie Salen,Rebecca Rufo-Tepper, Arana Shapiro, Robert Torres, Loretta Wolozin

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