Play and Performance: Negotiating New Media Literacies in Academic verses Non-Academic Contexts

ID: 32183 Type: Roundtable
  1. Sandra Raymond, Northern Arizona University, United States

Thursday, March 10 2:45 PM-3:45 PM Location: McGavock's B

No presider for this session.

Abstract: This paper is a discussion of the new media literacy skills “play,” “performance,” and “appropriation” (Jenkins 2006). While English Education students in junior and senior-level methods class display self-efficacy with new media literacy skills while using Facebook and Twitter, playing video games, and taking and uploading photographs and videos for personal use, they struggle to transfer the skills that Jenkins (2006) describes as “play,”experimenting with one’s surroundings as a form of problem-solving and discovery; “performance,” or adopting and presenting alternative identities; and “appropriation,” or the ability to meaningfully sample and remix media content. While English Education students have experience with play, performance, and appropriation outside of school contexts, these same students struggle to transfer these skills to classroom activities and assignments. Once educators recognize the importance of context when teaching new media literacy, they can help their students master the skills needed to be successful when completing new media projects.


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