Advertisement

Learning by Doing in the Digital Media Age

  • Lynde TanEmail author
  • Beaumie Kim
Chapter
Part of the Education Innovation Series book series (EDIN)

Abstract

There is a general agreement that adolescents are not only using a wide range of digital media but also developing a new culture of learning as they use it. Drawing on two separate studies on adolescent digital literacy practices, this chapter expounds on the commonly cited term, learning by doing. We argue that learning by doing is integral to the adolescents’ school and everyday lives. The arguments put forward in this chapter are drawn from a social view of literacy to understand adolescents’ use of digital media in and out of school. Using an ethnographic perspective to researching adolescents’ literacy practices, this chapter provides illustrative ethnographic accounts of how learning by doing is enacted in adolescents’ school and out-of-school literacy practices. We hope that the ethnographic accounts are able to inform educators on the emerging culture of learning in adolescents’ digital literacy practices and open up new vistas for redesigning learning environments that are more relevant to adolescents’ lifeworlds in the digital media age.

Keywords

Digital media Learning by doing Social theory of literacy Ethnographic perspective School literacy practices Out-of-school literacy practices 

References

  1. Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community. London: Routledge.CrossRefGoogle Scholar
  2. Barton, D., & Hamilton, M. (2000). Literacy practices. In D. Barton, M. Hamilton, & R. Ivanič (Eds.), Situated literacies: Reading and writing in context (pp. 7–15). New York: Routledge.Google Scholar
  3. Barton, D., Ivanič, R., Appleby, Y., Hodge, R., & Tusting, K. (2007). Literacy, lives and learning. London: Routledge.Google Scholar
  4. Bowker, G. C., & Star, S. L. (1999). Sorting things out: Classification and its consequences. Cambridge, MA: MIT Press.Google Scholar
  5. Brown, J. S. (2005). New learning environments for the 21st century. Retrieved from www.johnseelybrown.com/newlearning.pdf
  6. Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education, the long tail, and learning 2.0. Retrieved from http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
  7. Buckingham, D. (2008). Defining digital literacy: What do young people need to know about digital media? In C. Lankshear & M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (pp. 73–89). New York: Peter Lang.Google Scholar
  8. Bulfin, S., & North, S. (2007). Negotiating digital literacy practices across school and home: Case studies of young people in Australia. Language and Education, 21(3), 247–263.CrossRefGoogle Scholar
  9. Burn, A. (2009). Making new media: Creative production and digital literacies. New York: Peter Lang.Google Scholar
  10. Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.Google Scholar
  11. Dowdall, C. (2009). Masters and critics: Children as producers of online digital texts. In V. Carrington & M. Robinson (Eds.), Digital literacies: Social learning and classroom practices (pp. 43–61). London: Sage.CrossRefGoogle Scholar
  12. Emerson, R. M. (2007). Working with ‘key incidents’. In R. Goldman, R. Pea, B. Barron, & S. J. Denny (Eds.), Video research in the learning sciences (pp. 457–472). Mahwah: Lawrence.Google Scholar
  13. Everett, A. (2003). Digitextuality and click theory: Theses on convergence media in the digital age. In A. Everett & J. T. Caldwell (Eds.), New media: Theories and practices of digitextuality (pp. 3–31). New York: Routledge.Google Scholar
  14. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.Google Scholar
  15. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.Google Scholar
  16. Gee, J. P. (2008). Social linguistics and literacies: Ideology in discourses (3rd ed.). Oxon: Routledge.Google Scholar
  17. Green, J., & Dixon, C. (2008). Classroom interaction, situated learning. In M. Martin-Jones, A.-M. de Mejia, & N. H. Hornberger (Eds.), Encyclopaedia of language and education (Discourse and education 2nd ed., Vol. 3, pp. 3–14). New York: Springer Science+Business Media LLC.Google Scholar
  18. Greenhow, C., & Robelia, B. (2009). Old communication, new literacies: Social network sites as social learning resources. Journal of Computer-Mediated Communication, 14, 1130–1161.CrossRefGoogle Scholar
  19. Heath, S. B., Street, B. V., & Mills, M. (2008). Ethnography: Approaches to language and literacy research. New York: Teachers College Press/The National Conference on Research in Language and Literacy.Google Scholar
  20. Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., Pascoe, C. J., Robinson, L., Baumer, S., Cody, R., Mahendran, D., Martínez, K., Perkel, D., Sims, C., & Tripp, L. (2008). White paper – Living and learning with new media: Summary of findings from the Digital Youth Project. Chicago: The John D. and Catherine T. MacArthur Foundation.Google Scholar
  21. Jacobson, M. J., So, H.-J., & Teo, T. (2007). Teachers’ beliefs, leadership, and technology use in Singapore schools: Executive summary of project findings. Singapore: National Institute of Education.Google Scholar
  22. Jacobson, M. J., So, H.-J., Teo, T., Lee, J., Pathak, S., & Lossman, H. (2010). Epistemology and learning: Impact on pedagogical practices and technology use in Singapore schools. Computers & Education, 55, 1694–1706.CrossRefGoogle Scholar
  23. Jenkins, H. (2007). Confronting the challenges of participatory culture: Media education for the 21st century. Retrieved from http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
  24. Kim, B. (2010). Note on game-integrated curriculum (Proposal). Singapore: National Institute of Education.Google Scholar
  25. Kim, B., Tan, L., & Kim, M. S. (2013). The affordances of informant design in educational game development. International Journal of Arts and Technology (IJART), 6(3), 215–228.CrossRefGoogle Scholar
  26. King, J. R., & O’Brien, D. G. (2002). Adolescents’ multiliteracies and their teachers’ needs to know: Toward a digital detente. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 40–50). New York: Peter Lang.Google Scholar
  27. Knobel, M. (1999). Everyday literacies: Students, discourse, and social practice. New York: Peter Lang.Google Scholar
  28. Kress, G., & Street, B. (2006). Foreword. In K. Pahl & J. Rowsell (Eds.), Travel notes from the new literacy studies: Case studies in practice (pp. vii–x). Clevedon: Multilingual Matters.Google Scholar
  29. Lankshear, C., & Knobel, M. (2003). New literacies: Changing knowledge and classroom learning. Berkshire: Open University Press.Google Scholar
  30. Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Berkshire: Open University Press.Google Scholar
  31. Lankshear, C., & Knobel, M. (2007). Sampling the “new” in new literacies. In M. Knobel & C. Lankshear (Eds.), A new literacies sampler (pp. 1–24). New York: Peter Lang.Google Scholar
  32. Lankshear, C., & Knobel, M. (2010). DIY media: Creating, sharing and learning with new technologies. New York: Peter Lang.Google Scholar
  33. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  34. Lim, C. P. (2006). Supporting strategies for effective integration of ICT in schools. In The science and art of integrating ICT in Singapore schools (pp. 85–98). Singapore: iT21.Google Scholar
  35. Lister, M., Dovey, J., Giddings, S., Grant, I., & Kelly, K. (2009). New media: A critical introduction (2nd ed.). London: Routledge.Google Scholar
  36. Luke, A. (2002). What happens to literacies old and new when they’re turned into policy. In D. E. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 186–203). New York: Peter Lang.Google Scholar
  37. Manovich, L. (2001). The language of new media. Cambridge, MA: The Massachusetts Institute of Technology Press.Google Scholar
  38. O’Reily, T. (2005). What is Web 2.0? Retrieved from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
  39. Papen, U. (2005). Adult literacy as social practice. London: Routledge.CrossRefGoogle Scholar
  40. Reid, M., Burn, A., & Parker, D. (2002). Evaluation report of the BECTa Digital Video Pilot Project. Retrieved from http://partners.becta.org.uk/page_documents/research/dvreport_241002.pdf
  41. Sefton-Green, J. (2004). Literature review in informal learning with technology outside school. Retrieved from Futurelab: http://www.futurelab.org.uk/resources/documents/lit_reviews/Informal_Learning_Review.pdf
  42. Sefton-Green, J. (2005). Timelines, timeframes and special effects: Software and creative media production. Education, Communication & Information, 5(1), 99–110.CrossRefGoogle Scholar
  43. Street, B. (2005). Introduction: New literacy studies and literacies across educational contexts. In B. Street (Ed.), Literacies across educational contexts: Mediating learning and teaching (pp. 1–21). Philadelphia: Caslon.Google Scholar
  44. Tan, L. (2013). Production-on-the-go practice: Storyboarding as a retrospective and redundant literacy activity. Learning, Media and Technology, 38(1), 86–101. doi:10.1080/17439884.2011.638928.Google Scholar
  45. Tan, L., & Guo, L. (2009). From print to critical multimedia literacy: One teacher’s foray into new literacies practices. Journal of Adolescent & Adult Literacy, 53(4), 315–324.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Singapore 2015

Authors and Affiliations

  1. 1.School of EducationUniversity of Western SydneyPenrithAustralia
  2. 2.Werklund School of EducationUniversity of CalgaryCalgaryCanada

Personalised recommendations