Toppling hierarchies? Media and information literacies, ethnicity, and performative media practices: Media and information literacies, ethnicity, and performative media practices
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| Názov: | Toppling hierarchies? Media and information literacies, ethnicity, and performative media practices: Media and information literacies, ethnicity, and performative media practices |
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| Autori: | Drotner, Kirsten, Kobbernagel, Christian |
| Zdroj: | Drotner, K & Kobbernagel, C 2014, ' Toppling hierarchies? Media and information literacies, ethnicity, and performative media practices ', Learning, Media & Technology (Print Edition), vol. 39, no. 4, pp. 409-428 . https://doi.org/10.1080/17439884.2014.964255 |
| Informácie o vydavateľovi: | Informa UK Limited, 2014. |
| Rok vydania: | 2014 |
| Predmety: | learning, 4. Education, 05 social sciences, mediebrug, unge, sociale medier, SNS, etnicitet, content creation, læsning, læring, 0508 media and communications, indholdsproduktion, social media communication, 13. Climate action, media uses, læring, etnicitet, læsning, mediebrug, unge, medie- og informationskompetence, indholdsproduktion, sociale medier, ethnicity, media and information literacies, 10. No inequality, medie- og informationskompetence, 0503 education |
| Popis: | This article suggests how we should study media and information literacies (MIL) and do so at a time, when young people nurture these literacies through multiple media practices and across spaces of learning. Our basic argument is this: in order to gain a robust knowledge base for the development of MIL we need to study literacy practices beyond print literacy and numeracy, and we need to study these practices beyond formal spaces of learning. The argument is unfolded with particular focus on ethnic minority youth since this group routinely figures as under-achieving in studies of school literacy, such as Programme for International Student Assessment. Based on a brief overview of literacy studies in view of digitization and a critical examination of recent studies of youthful media practices and ethnicity, the argument is illustrated through an empirical analysis that draws on results from a nationally representative survey of media uses among Danes aged 13–23 years. The analysis demonstrates that ethnic... |
| Druh dokumentu: | Article |
| Popis súboru: | application/pdf |
| Jazyk: | English |
| ISSN: | 1743-9892 1743-9884 |
| DOI: | 10.1080/17439884.2014.964255 |
| Prístupová URL adresa: | https://findresearcher.sdu.dk:8443/ws/files/104987111/LMT_drotner_kobbernagel.pdf https://forskning.ruc.dk/da/publications/toppling-hierarchies-media-and-information-literacies-ethnicity-a https://core.ac.uk/display/50700037 https://www.tandfonline.com/doi/abs/10.1080/17439884.2014.964255 https://portal.findresearcher.sdu.dk/da/publications/db43fd6e-b413-430d-9b08-2823ffd0fe5a https://doi.org/10.1080/17439884.2014.964255 |
| Prístupové číslo: | edsair.doi.dedup.....91d53087a4def7c80e828156c4e3b43b |
| Databáza: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstrakt: | This article suggests how we should study media and information literacies (MIL) and do so at a time, when young people nurture these literacies through multiple media practices and across spaces of learning. Our basic argument is this: in order to gain a robust knowledge base for the development of MIL we need to study literacy practices beyond print literacy and numeracy, and we need to study these practices beyond formal spaces of learning. The argument is unfolded with particular focus on ethnic minority youth since this group routinely figures as under-achieving in studies of school literacy, such as Programme for International Student Assessment. Based on a brief overview of literacy studies in view of digitization and a critical examination of recent studies of youthful media practices and ethnicity, the argument is illustrated through an empirical analysis that draws on results from a nationally representative survey of media uses among Danes aged 13–23 years. The analysis demonstrates that ethnic... |
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| ISSN: | 17439892 17439884 |
| DOI: | 10.1080/17439884.2014.964255 |