View in EDS HTML Full Text PDF Full Text

Representation Radio: Digital Art-Making as Transformative Pedagogical Practice in the College Classroom

Saved in:
Bibliographic Details
Title: Representation Radio: Digital Art-Making as Transformative Pedagogical Practice in the College Classroom
Language: English
Authors: Bass, Michelle B., Halverson, Erica R.
Source: Pedagogies: An International Journal. 2012 7(4):347-363.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Freshmen, First Year Seminars, Minority Group Students, First Generation College Students, Instructional Design, Affordances, Decision Making, Transformative Learning, Radio, Production Techniques, Media Literacy, Student Development, Adolescent Development, Student Educational Objectives, Assignments, Semi Structured Interviews, Audience Awareness, Disproportionate Representation, Discussion (Teaching Technique), Personal Narratives, Data Collection, Data Analysis
DOI: 10.1080/1554480X.2012.715740
ISSN: 1554-480X
Abstract: In this article, the authors unpack a first-year college seminar where students explored digital representations of self-afforded pedagogies of possibility for traditionally marginalized student populations, specifically students of colour and first-generation college goers. An artefact analysis model is used to trace the relationship between the design decisions we made about the course and what these decisions afforded students in terms of their understanding of the relationship between identity, narrative and digital media production. The authors found that certain key pedagogical choices--from individual assignments to the presence of an authentic audience for their radio pieces--empowered students to make informed decisions, explore personal identities and represent themselves using the digital audio medium.
Abstractor: As Provided
Number of References: 42
Entry Date: 2016
Accession Number: EJ1089240
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:In this article, the authors unpack a first-year college seminar where students explored digital representations of self-afforded pedagogies of possibility for traditionally marginalized student populations, specifically students of colour and first-generation college goers. An artefact analysis model is used to trace the relationship between the design decisions we made about the course and what these decisions afforded students in terms of their understanding of the relationship between identity, narrative and digital media production. The authors found that certain key pedagogical choices--from individual assignments to the presence of an authentic audience for their radio pieces--empowered students to make informed decisions, explore personal identities and represent themselves using the digital audio medium.
ISSN:1554-480X
DOI:10.1080/1554480X.2012.715740