The Learning, Use and Critical Understanding of Software in Media Studies
This chapter (as with the next, Chap. 4) reports on the findings from a two-year funded empirical study (2013–2014) exploring how tertiary students in media studies and engineering develop the understandings and skills needed to use software as forms of software literacy. Two case studies were developed. The case studied experiences of media studies students’ software literacy development is the focus of this chapter. Two cohorts of media studies undergraduate students were tracked, at different stages of study and using mixed methods, in their learning of discipline-specific software, Final Cut Pro, and the Adobe Creative Suite. The findings illustrate the ways student software literacy develop in a specific tertiary context. The findings will be revisited in Chap. 5 and discussed to include implications for the wider field of software teaching and learning.
- Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). New York, NY: Cambridge University Press.Google Scholar
- Dahlstrom, E. (2012). ECAR National Study of Undergraduate Students and Technology, 2012. Educause Center for Applied Research. Retrieved from http://net.educause.edu/ir/library/pdf/ERS1208/ESI1208.pdf.
- Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. White Plains, NY: Longman.Google Scholar
- Gilbert, J. (2005). Catching the knowledge wave? The knowledge society and the future of education. Wellington, NZ: NZCER Press.Google Scholar
- Hegarty, B., Penman, M., Kelly, O., Jeffrey, L., Coburn, D., & McDonald, J. (2010). Digital information literacy: Supported development of capability in tertiary environments. Wellington, New Zealand: Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/tertiary_education/80624.
- Khoo, E., Hight, C., Torrens, R., & Cowie, B. (2016). Copy, cut and paste: How does this shape what we know? Final report. Wellington: Teaching and Learning Research Initiative. Retrieved from http://www.tlri.org.nz/tlri-research/research-completed/post-school-sector/copy-cut-and-paste-how-does-shape-what-we-know.
- Lincoln, Y. S., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.Google Scholar
- Livingstone, S., Wijnen, C. W., Papaioannou, T., Costa, C., & del Mar Grandío, M. (2014). Situating media literacy in the changing media environment: Critical insights from European research on audiences. In N. Carpentier, K. C. Schrøder, & L. Hallet (Eds.), Audience transformations: Shifting audience positions in late modernity (Vol. 1, pp. 210–227). Routledge, NY: Routledge Studies in European Communication Research and Education.Google Scholar
- Manovich, L. (2006). After effects or the velvet revolution. Millennium Film Journal, 45(46), 5–19.Google Scholar
- Massachusetts Department of Elementary and Secondary Education. (2013). Technology Self-Assessment Tool (TSAT). Retrieved from https://www.surveymonkey.com/r/BGMFNF8.
- Maykut, P., & Morehouse, R. (1994). Beginning qualitative research: A philosophic and practical guide. London, UK: Falmer.Google Scholar
- Pagram, J., & Cooper, M. (2011). E-yearning: An examination of the use and preferences of students using online learning materials. In T. Hirashima, et al. (Eds.), Proceedings of the 19th International Conference on Computers in Education. Chiang Mai, Thailand, (pp. 712–716). Retrieved from https://www.nectec.or.th/icce2011/program/proceedings/pdf/C6_S18_163S.pdf.
- Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.Google Scholar
- Selwyn, N. (2010). Degrees of digital division: Reconsidering digital inequalities and contemporary higher education. RU&SC. Revista de Universidad y Sociedad del Conocimiento, 7(1), 33–42. Available at http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=78012953011.
- Wertsch, J. V. (1991a). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.Google Scholar
- Wertsch, J. (1998). Mind as action. New York, NY: Oxford University Press.Google Scholar
- Yang, X. (2014). Teaching and learning fused through digital technologies: Activating the power of the crowd in a university classroom setting. In D. J. Loveless, B. Griffith, M. E. Berci, E. Ortlieb, & P. M. Sulivan (Eds.), Academic knowledge construction and multimodal curriculum development (pp. 77–85). Hershey, PA: IGI Global.Google Scholar