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Conceptualizing Identity in Youth Media Arts Organizations: A Comparative Case Study

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Title: Conceptualizing Identity in Youth Media Arts Organizations: A Comparative Case Study
Language: English
Authors: Halverson, Erica Rosenfeld, Lowenhaupt, Rebecca, Gibbons, Damiana, Bass, Michelle
Source: E-Learning. 2009 6(1):23-42.
Availability: Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/elea
Peer Reviewed: Y
Page Count: 20
Publication Date: 2009
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Printed Materials, Adolescents, Semiotics, Case Studies, Comparative Analysis, Self Concept, Correlation, Film Production, Interviews, Concept Formation, Educational Environment, Multimedia Materials, Teaching Methods, Foreign Countries, Video Technology, Web Sites, Films, Urban Youth, Youth Programs, Adolescent Development
Geographic Terms: Minnesota, New York
DOI: 10.2304/elea.2009.6.1.23
ISSN: 1741-8887
Abstract: In this article the authors explore the relationship between concepts of identity and the purpose, process, and products of youth media arts organizations. Since the explicit mission of these organizations is to work with adolescents to explore and represent identities, the authors develop our understanding of how organizations conceptualize identity development and how these concepts shape the digital film-making process and products. In a comparative case study of In Progress (St Paul, Minnesota) and Reel Works Teen Filmmaking (New York City), organizational leaders were interviewed, and a semiotic analysis conducted of the organizations' websites and other public, printed materials. The authors analyzed the films as products of these organizations' production processes to understand how these organizations define identity and what these definitions mean for how they do their work with youth. They found two distinct conceptualizations of identity: identity as community building, and identity as individualization. Unpacking these different conceptions helps us to understand how youth media arts organizations shape the identity development process and what is made possible for participating youth. This work can also lead us to more sophisticated models of adolescent identity development, particularly for non-mainstream communities who have often been saddled with dominant cultural models that do not quite fit.
Abstractor: As Provided
Entry Date: 2009
Accession Number: EJ858393
Database: ERIC
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  Data: Conceptualizing Identity in Youth Media Arts Organizations: A Comparative Case Study
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  Data: Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/elea
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  Data: 1741-8887
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  Data: In this article the authors explore the relationship between concepts of identity and the purpose, process, and products of youth media arts organizations. Since the explicit mission of these organizations is to work with adolescents to explore and represent identities, the authors develop our understanding of how organizations conceptualize identity development and how these concepts shape the digital film-making process and products. In a comparative case study of In Progress (St Paul, Minnesota) and Reel Works Teen Filmmaking (New York City), organizational leaders were interviewed, and a semiotic analysis conducted of the organizations' websites and other public, printed materials. The authors analyzed the films as products of these organizations' production processes to understand how these organizations define identity and what these definitions mean for how they do their work with youth. They found two distinct conceptualizations of identity: identity as community building, and identity as individualization. Unpacking these different conceptions helps us to understand how youth media arts organizations shape the identity development process and what is made possible for participating youth. This work can also lead us to more sophisticated models of adolescent identity development, particularly for non-mainstream communities who have often been saddled with dominant cultural models that do not quite fit.
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