CMNS 428(D1.00)

Stuart R. Poyntz, K9654

Phone. 778.782.7293

Fax. 778.782.4024

Email.

(Media Analysis Project Group)

Media and Education

Prerequisites:75 credit hours, including two CMNS upper level courses; or permission of instructor or advisor (Lucie).

Course Description:

An advanced seminar examining the institutional associations between media and learning across a range of cultural practices. Mass media, including film, television and now digital technologies have been heralded as media for public intervention and education and simultaneously, chastised as a vast wasteland. This course will explore how well electronic and digital media have succeeded in promoting public awareness and understanding among children and young people. It will focus on research into children’s informal learning in relation to various educational media forms, and address how mass media has been used in learning settings to convey information and promote understanding and change. Conceptions of media literacy and debates about the competencies children and youth need in a media-saturated world will be assessed, as will the role of production and youth-produced media in the development of critical media literacies. Where possible, locally developed production programs and projects involving youth, educators, and other members/activists will be used as case studies. Course assignments will involve the design and analysis of media education resources using Web 2.0 technologies.

Course Requirements:

Short written analysis of 3 course readings – Due dates to be negotiated / 20%
Media Design Project I - DUE February 18 / 30%
Media Design Project II – DUE April 4 / 40%
Class participation and discussion / 10%

Course Texts:

All readings will be available for download through our course WebDav site.

The School expects that the grades awarded in this course will bear some reasonable relation to established university-wide practices in both levels and distribution of grades. In addition, the School will also follow Policy T10.02 with respect to intellectual Honesty, and Academic Discipline (see the current Calendar, General Regulations Section).

Week I: Jan 7, 2008Introduction: Children and Media as Public Pedagogy

Required

  • Kline, S (1993). Chapter 2 – “The Making of Children’s Culture” in Out of the Garden: Toys, TV, and Children’s Culture in the Age of Marketing. London, UK: Verso
  • Hjarvard, S. (2003). A mediated world: The globalization of society and the role of media. In S. Hjarvard (Ed.), Media in a globalized society (pp. 15-53). Denmark: Mus Tusculanum Pr DK ISBS
Reference
  • Buckingham, D., & Domaille, K. (2004). Where are we going and how can we get there? General findings from the UNESCO youth media education survey 2001. In C. von Feilitzen & U. Carlsson (Eds.), Promote or protect? Perspectives on media literacy and media regulations (Vol. Yearbook 2003, pp. 41-54). Goteborg: International Clearinghouse on Children, Youth and Media.

Lab Session (12:00 – 1:00 pm)
Navigating Webdav with Chris Jeschelnik
Week II: Jan 14, 2008Media, Citizenship and the Public Sphere
Required
  • Kellner, Douglas. (2000). Habermas, the Public Sphere, and Democracy: A Critical Intervention. (
  • Livingstone, S. M. (2005). On the relation between audiences and publics. In S. M. Livingstone (Ed.), Audiences and publics: When cultural engagement matters for the public sphere (pp. 17-41). Bristol, UK: Intellect Books.
  • Downey, J., & Fenton, N. (2003). New media, counter publicity and the public sphere. New Media & Society, 5(2), 185-202.
Reference
  • Beers, D. (2006). The public sphere and online, independent journalism. Canadian Journal of Education, 29(3), 109-130.
  • Furness, Z. (2007). Alternative media: The art of rebellion. In D. P. Macedo & S. R. Steinberg (Eds.), Media literacy: A reader (pp. 186-196). New York, NY: Peter Lang.

Media
Independent Media in a Time of War + Study Guide
The Truth (VanTech, 2006; 30 secs)
NFB’s Citizenshift Website ( /
Lab Session (2:00 – 3:30)
Photoshop I with Chris Jeschelnik
Week III: Jan 21, 2008Children and Cultural Learning I

Required

  • Kline, S. (1993). Chapter 4: “Thralls of the Screen: The rise of Mass Media for Children” in Out of the Garden: Toys, TV, and Children’s Culture in the Age of Marketing. London, UK: Verso.
  • Cook, D. T. (2001). Exchange value as pedagogy in children's leisure: Moral panics in children's culture at century's end. Leisure Sciences(23), 81-98.
  • Anderson, D. R., Huston, A. C., Wright, J. C., & Collins, P. A. (1998). Initial findings on the long term impact of sesame street and educational television for children: The recontact study. In R. Noll & M. Price (Eds.), A communications cornucopia: Markle foundation essays on information policy (pp. 279-296). Washington: Brookings Institute.

Reference

  • Kapur, J. (1999). Out of control: Television and the transformation of childhood in late capitalism. In M. Kinder (Ed.), Kids' media culture (pp. 122-136). Durham, NC: Duke University Press.
  • Hendershot, H. (1999). Sesame street: Cognition and communications imperialism. In M. Kinder (Ed.), Kids' media culture (pp. 139-176). Durham: Duke University Press.
  • Kinder, M. (1999). Ranging with power on the fox kids network: Or, where on earth is children's educational television? In M. Kinder (Ed.), Kids' media culture (pp. 177-203). Durham: Duke University Press.

Media
The Persuaders + Study Guide
People (8 mins.) / Lab Session (2:00- 3:30)
Photoshop II with Chris Jeschelnik

Week IV: Jan 28, 2008Cultural Industries and Education

Required

  • Dorland, M. (1996). Cultural industries and the canadian experience: Reflections on the emergence of a field. In M. Dorland (Ed.), The cultural industries in canada (pp. 347-368). Toronto: James Lorimer and Co.
  • Swan, S. (1984). Educative activities of the canadian broadcasting corporation and the national film board of canada. Toronto: The Ontario Educational Communications Authority.

Reference

  • Murrray, C. (2001). Wellsprings of knowledge: Beyond the cbc policy trap. Canadian Journal of Communication, 26, 31-52.
  • Audley, P. (1994). Cultural industries policy: Objectives, formulation, and evaluation. Canadian Journal of Communication, 19(3).
  • Wilson, J., Bell, B., & Powell, W. (1984). The provincial educational communications organizations in canada. Ottawa: The Ontario Educational Communications Authority.

Media
CBC Video Archives (
CBC Kids – The Outlet ( / Lab Session (2:00-3:30)
Photoshop III with Chris Jeschelnik

Week V: Feb. 4, 2008 Media and Educating Publics

Required

  • Tufte, T. (2004). Entertainment-education in hiv/aids communication: Beyond marketing, towards empowerment. In C. von Feilitzen & U. Carlsson (Eds.), Promote or protect? Perspectives on media literacy and media regulations (Vol. Yearbook 2003, pp. 85-97). Goteborg: International Clearinghouse on Children, Youth and Media.
  • Wakefield, M., Flay, B., Nichter, M., & Giovino, G. (2003). Role of the media in influencing trajectories of youth smoking. Addiction, 98(Suppl 1), 79-103.
  • Derry, M. (1993). Culture jamming: Hacking, slashing and sniping in the empire of signs. Retrieved November 01, 2004, 2004, from

Reference

  • Excerpt from Guy Debord, (1977). Society of the spectacle (Rev. ed.). Detroit Black & Red.

Media
Culture Jam
Yes Men Actions Union Carbide and gwbush.com, etc. (YouTube)
Lisa Nova Does P Diddy (YouTube)
CCR Youth Network – Are You Canadian? (YouTube) / Lab Session
Work period for Media Design Project I

Week VI: Feb. 11, 2008Children and Cultural Learning II:

New Media Childhoods

Required

  • Buckingham, D. (2007). “Techno-Topias: Constructing Childhood, Learning and Technology,” in Beyond technology: Children's learning in the age of digital culture. (pp. 31-49) Cambridge: Polity.
  • Ito, M. (2006). Japanese media mixes and amateur cultural exchange. In D. Buckingham & R. Willett (Eds.), Digital generations: Children, young people, and new media (pp. 49-66). Mahwah, NJ: Lawrence Erlbaum.
  • Kline, S. (2004). Learners, spectators, or gamers? An investigation of the impact of digital media in the media-saturated household. In J. Goldstein, D. Buckingham & G. Brougere (Eds.), Toys, games, and media. (pp. 131-156). Mahwah, New Jersey: Lawrence Erlbaum.

Reference

  • Buckingham, D., & Sefton-Green, J. (2003). Gotta catch 'em all: Structure, agency and pedagogy in children's media culture. Media Culture & Society, 25(3), 379-399.
  • Driver, S. (2006). Virtually queer youth communities of girls and birls: Dialogical spaces of identity work and desiring exchanges. In D. Buckingham & R. Willett (Eds.), Digital generations: Children, young people and new media (pp. 229-249). Mahwah, NJ: Lawrence Erlbaum Associates

Media
Gamer Revolution, Vols 1 and 2 / Lab Session (1:30-3:30)
Podcasting I – Recording, Designing and Uploading with Chris Jeschelnik

Week VII: Feb 18, 2008Critical Media Literacy – The Canadian Experience in

International Context

***Media Design Assignment I Due in Class***

Required

  • Williams, R. (1986). The uses of cultural theory. New Left Review(158), 19-31.
  • Andersen, N., Duncan, B., & Pungente, J. J. (2000). Media education in canada - the second spring. In C. von Feilitzen & U. Carlsson (Eds.), Media and children: Image, education, participation (Vol. Yearbook 1999, pp. 139-161). Goteborg: UNESCO International Clearinghouse on Children and Violence on the Screen.
  • Kellner, D. (2001). Critical pedagogy, cultural studies, and radical democracy at the turn of the millennium: Reflections on the work of henry giroux. Cultural Studies/Critical Methodologies, 1(2), 220-239.
  • Masterman, L. (1985). Teaching the media. Chapter 2: “How?” London: Comedia. (pp. 18-37)

Reference

  • Kline, S., Stewart, K., & Murphy, D. (2006). Media literacy in the risk society: Toward a risk reduction strategy. Canadian Journal of Education, 29 (1), 131-153.
  • Lopez, A. (2007). The aesthetics pleasures of war. In D. P. Macedo & S. R. Steinberg (Eds.), Media literacy: A reader (pp. 256-272). New York, NY: Peter Lang.
  • Natharius, D. (2004). The more we know, the more we see. American Behavioral Scientist, 48(2), 238-247.

Media
The Power of Nightmares (BBC Documentary)
What a Girl Wants or Hip Hop: Beyond Beats and Rhythms
/ Lab Session (1:30- 3:30)
Podcasting II – Recording, Designing and Uploading with Chris Jeschelnik

Week VIII: Feb 25, 2008Challenging Critical Media Pedagogy

Required

  • Buckingham, D. (1996). Critical pedagogy and media education: A theory in search of a practice. Journal of Curriculum Studies, 28(6), 627-650.
  • Cazden, C., Cope, B., Fairclough, N., Gee, J. P., Kalantzis, M., Kress, G., et al. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy, learning and the design of social futures (pp. 9-37). London, UK: Routledge.
Reference
  • Buckingham, D. (2006). The media literacy of children and young people: A review of the research literature. London: Centre for the Study of Children, Youth, and Media, Institute of Education.
  • Burn, A. (2005). Potterliteracy: Cross-media narratives, cultures and grammars. Papers: Explorations into Children's Literature, 14(3).
  • Morgan, R. (1998). Provocations for a media education in small letters. In D. Buckingham (Ed.), Teaching popular culture: Beyond radical pedagogy (pp. 107-131). London, UK: University College London Press.

Media
Seeing is Believing: Using Technologies to Change the World
Scanning the Movies – Harry Potter and the Goblet of Fire
NFB’s Citizenshift Website ( /
Lab Session (1:30 – 3:30)
IMovie, YouTube and Video Mashing I with Chris Jeschelnik

Week IX: Mar. 3, 2008The Role of Production in Cultural Learning

Required

  • Sefton-Green, J. (1995). Neither reading nor writing: The history of practical work in media education. Changing English, 2(2), 77-96.
  • Goldfarb, B. (2002). Chapter 2: Students as Producers: Critical Video Production Visual pedagogy : Media cultures in and beyond the classroom. (pp. 57-83) Durham: Duke University Press.
  • Goodman, S. (2005). The practice and principles of teaching critical literacy at the educational video center. In G. Schwarz (Ed.), Media literacy: Transforming curriculum and teaching (Vol. 104, pp. 206-228). London: Blackwell Synergy.
Reference
  • Benjamin, W. (1986/1934). The author as producer. In P. Demetz (Ed.), Reflections: Essays, aphorisms, autobiographical writings (1rst Schocken ed., pp. 220-238.). New York: Schocken Books.
  • Poyntz, S. (2006). Independent media, young people’s agency, and the promise of media education. Canadian Journal of Education, 29(1), 154-175.

Media
Born into Brothels: Cacutta’sRed Light Kids (Zana Briski and Ross Kaufman, 2004)
AMES’s Racism for Reel, Media for Change (
Meg’s Father (2002); East Vancouver TV (Corin Browne)
Antonio’s Story (2004) / Lab Session (2:00 – 3:30)
IMovie, YouTube and Video MashingII with Chris Jeschelnik

Week X: Mar 10, 2008Production, Design and New Media Technologies

Required

  • Jenkins, H. (2004). The cultural logic of media convergence. International Journal of Cultural Studies, 7(1), 33.
  • Jenkins, H. et al. (2006). Confronting the challenges of participatory culture: Media education for the 21st century. (pp. 1-68). Chicago, ILL: The MacArthur Foundation and the Comparative Media Studies Program, MIT.
  • Peppler, K. A., & Kafai, Y. B. (2007). From supergoo to scratch: Exploring creative digital media production in informal learning. Learning, Media and Technology, 32(2), 149-166.
Reference
  • Julier, G. (2006). From visual culture to design culture. Design Issues, 22(1), 64-76.
  • Xenos, M., & Bennett, W. L. (2007). The disconnection in online politics: The youth political web sphere and us election sites, 2002-2004. Information, Communication & Society, 10(4), 443-464.
  • Buckingham, D. (2007). Beyond technology: Children's learning in the age of digital culture. Cambridge, UK: Polity.

Media
Henry Jenkins on Web 2.0 Technologies (YouTube)
It’s Our Web (YouTube and /
Lab Session (1:30 3:30)
Facebook and Designing Groups with Chris Jeschelnik
Week XI: Mar 17, 2008Youth Digital Media Production and the Critique of “Voice”

Required

  • Soep, E. (2006). Beyond literacy and voice in youth media education. McGill Journal of Education, 41(3), 197-213.
  • Bragg, S. (2007). ‘Student voice’ and governmentality: The production of enterprising subjects? Discourse: Studies in the Cultural Politics of Education, 28(3), 343-358.
Reference
  • Fielding, M. (2007). Beyond ‘voice’: New roles, relations, and contexts in researching with young people. Discourse: Studies in the Cultural Politics of Education, 28(3), 301-310.
  • Piper, H., & Frankham, J. (2007). Seeing voices and hearing pictures: Image as discourse and the framing of image-based research. Discourse: Studies in the Cultural Politics of Education, 28(3), 373-387.

Media

Citizenshift ( Focus on Youth Voice
Inuuvunga: I am Inuk, I am Alive /

Lab Session

Work Sessions for Final Project

Week XII: Mar 24, 2008NO CLASSES DUE TO EASTER HOLIDAY

Week XIII: Mar 31, 2008Course Wrap up and Conclusions

Required

  • Sefton-Green, J. (2006). Youth, technology and media cultures. Review of Research in Education, 30, 279-306.

***Media Design Assignment II Due April 4***

CMNS 428

Media and Education

Assignments and Projects

Short Analysis of 3 Course Readings (20% of Final Grade):

Each student will write three short two-page (500 words each) discussions of three articles listed as part of the required or reference readings for the course. Selection of articles is to be negotiated with the instructor. The purpose of these papers is to develop a cogent summary and critique of the arguments presented in each article in relation to major themes and issues taken up in the course.

The three papers will be worth 20% of the final grade.Due dates for these papers will vary based on articles selected, but at least one short analysis must be completed in the first five weeks of the course.

Attendance and Participation (10% of Final Grade)

Attendance and active participation are required in this course. This means students will have read the required course readings each week and will come prepared to contribute to discussion and analysis.

Media Design Project I (30% of Final Grade) DUE February 18

  • Using Photoshop, students are to design three distinct images which address a theme or problem in relation to children’s formal or informal learning through the mass media. These images are envisioned as forms of culture jamming which will allow students to comment on both the way children learn in the media and difficulties that arise through this process. A short four-page (1000 words) analytical paper discussing the intentions behind the images, including their target audience is to be included with this project.

Media Design Project II (40% of Final Grade) DUE April 4

  • Students are to design a five-hour Semi-Structured Media Education Workshop targeted for a specific audience of your choice. Topics to be negotiated. There are two requirements for this project:
  • Students are to integrate the use of one resource – i.e., a podcast, an IMovie produced “mash-up,” a social networking destination, etc. – developed using Web 2.0 technologies as part of their workshop. Students are responsible for creating this resource and for designing its integration into the workshop format.
  • Second, the workshop must address a key theme or concern in contemporary media culture that is relevant to the lives of children, young people, or another audience you have selected. Projects will include: a rationale (500-750 words); a definition of the target audience and any specific challenges posed by them in relation to the workshop theme (250–500 words); a clear description of the workshop program, including objectives, program materials (lectures, etc.) (8-10 pages); and, supporting visual and other resources necessary to make your program a success.

As an alternative to the second assignment, students may undertake the following:

  • A Critical Analysis of a Youth Media Education Program in the Lower Mainland. This is a research essay project (15-18 pages), examining the work of a youth media education/ production program in the Lower Mainland. It will include original research with those involved in the school or community-based media education/production program and it will offer an assessment of the goals, objectives and achievements of the program in relation to larger media education objectives.

Bibliography

Aufderheide, P. (2006). Vlogs, ipods, and beyond: Public media's terrifying opportunities. The Graham Spry Lecture, Vancouver, British Columbia.

Beach, R., & Bruce, B. (2002). Using digital tools to foster critical literacies. In D. Alvermann (Ed.), Adolescents and literacies in a digital world (pp. 147-163). New York: Peter Lang.

Buckingham, D. (2007). Selling childhood?: Children and consumer culture. Journal of children and media, 1(1), 15-24.

Buckingham, David. (2002) The Electronic Generation? Children and New Media. In Lievrouw, L. A., & Livingstone, S. M. (2002). Handbook of new media: Social shaping and consequences of ICTs. Thousand Oaks Calif.: SAGE. (pp. 77-89).

Buckingham, D. (2000). The place of production: Media education and youth media production in the uk. In C. von Feilitzen & U. Carlsson (Eds.), Children and media: Image, education, participation (Vol. Yearbook 1999, pp. 219-228). Goteborg: UNESCO International Clearinghouse on Children and Violence on the Screen.

Buckingham, D., Niesyto, H., & Fisherkeller, J. (2003). Videoculture: Crossing borders with young people's video productions. Television and New Media, 4(4), 461-482.

Burn, A., & Durran, J. (2006). Digital anatomies: Analysis as production in media education. In D. Buckingham & R. Willett (Eds.), Digital generations: Children, young people, and new media (pp. 273-293). Mahwah, NJ: Lawrence Erlbaum.

Burn, A., & Reed, K. (1999). Digi-teens: Media literacies and digital technologies in the secondary classroom. English in Education, 33(3), 5-20.

Burnett, R. (1996). Video: The politics of culture and community. In M. Renov & E. Suderburg (Eds.), Resolutions: Contemporary video practices (pp. 283-301). Minneapolis, MN: University of Minnesota Press.

Dahlberg, L. (2007). Rethinking the fragmentation of the cyberpublic: From consensus to contestation. New Media & Society, 9(5), 827-847.

Dunne, A. (Ed.). (2006). Hertzian tales: Electronic products, aesthetic experience, and critical design. Cambridge, Mass.: MIT Press.