For Researchers

Note: This page is under construction. Please check back for more information and resources.

Links to Resources:

1) Doc School (Ontario)

 

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2) Educational Video Centre (New York City)

The Educational Video Center is a non-profit youth media organization dedicated to teaching documentary video as a means to develop the artistic, critical literacy, and career skills of young people, while nurturing their idealism and commitment to social change. Founded in 1984, EVC has evolved from a single video workshop for teenagers from Manhattan’s Lower East Side to become an internationally acclaimed leader in youth media education. EVC’s teaching methodology brings together the powerful traditions of student-centered progressive education and independent community documentary.

 

3) Participatory Cultures Lab (Montreal)

The Participatory Cultures Lab was established in 2010 by Claudia Mitchell, a James McGill Professor in the Department of Integrated Studies in the Faculty of Education of McGill University, Montreal, Canada.

The Participatory Cultures Lab is organized around the study and use of visual and other participatory approaches to research and social action, and involves the work of collaborators and research students engaged in the study of participatory research. Central to the interests of team, this work includes the study and use of such visual tools as digital storytelling, photovoice, participatory video, participatory archiving, cellphilms, objects and things, collage, and other arts-based approaches in the process of collecting, analyzing, and working with research data. It also links to memory work, self-study and to various autoethnographic approaches to research.

 

4) Adobe Youth Voices

At the heart of AYV is an educational method­ology that provides youth 13 to 19 years of age with the inspiration, training, and technology to create original media works on issues they care about. Since 2006, more than 5,000 educators and 190,000 youth from 60 countries have engaged in AYV programs to develop thought-provoking content on relationships, human rights, the environment, and other topics. Through these experiences, participants hone skills of self-expression, ideation, collaboration, flexibility, and persistence— the skills we regard as central to Creative Confidence.

*Kayf Abudulqadir (member of our research team) was the Canadian winner of the Adobe Youth Voices competition, and subsequently traveled to Berkley for a week-long media workshop.

Adobe Youth Voices Program Guide (for youth and educators): AYVProgramGuide_English_3.0

 

A Reading List:

[Topics: Visual methods; critical digital literacies; Muslim female students, schooling & the mass media; visual identities; auto/ethno/graphy] 

Ávila, J., & Zacher Pandya, J. (2013). Traveling, textual authority, and transformation: An introduction to critical digital literacies. In J. Ávila & J. Zacher Pandya (Eds.), Critical digital literacies as social praxis: Intersections and challenges (pp. 1–12). New York: Peter Lang.

Berger, A. (1999). Seeing is believing: An introduction to visual communication (2nd ed.). London & Toronto: Mayfield Publishing Company.

Gubrium, A., & Harper, K. (2013). Participatory visual and digital methods. Walnut Creek, CA: Left Coast Press.

Hauge, C. (2014). Youth media and agency. Discourse: Studies in the Cultural Politics of Education35(4), 471–484.

Haw, K., & Hadfield, M. (2011). Video in social science research. New York, NY: Routledge.

Halverson, E., Gibbons, D., Copeland, S., Andrews, A., Llorens, B., & Bass, M. (2012). What makes a youth-produced film good? The youth audience perspective. Learning, Media and Technology, 39(3), 386–403.

Heath, C., Hindmarsh, J., & Luff, P. (2010). Video in qualitative research: Analysing social interaction in everyday life. Los Angeles, CA: Sage.

Hobbs, R. (2013). Improvisation and strategic risk taking in informal learning with digital media literacy. Learning, Media and Technology, 38(2), 182-197.

Hobbs, R. & Moore, D. (2014). Cinekyd: Exploring the origins of youth media production. Journal of Media Literacy Education 6(2), 23 – 34.

Hobbs, R., Donnelly, K., Friesem, J. & Moen, M. (2013). Learning to engage: How positive attitudes about the news, media literacy and video production contribute to adolescent civic engagement. Educational Media International 50(4), 231 – 246.

Jenkins, H. (2013). Is it appropriate to appropriate? (pp. 105 – 122). Reading in a participatory culture: Remixing Moby Dick in the English classroom. New York: Teachers College Press.

Knobel, M., & Lankshear, C. (Eds.) (2010). DIY media: Creating, sharing, and learning with new Technologies. New York: Peter Lang.

Lange, P. (2014). Video mediated lifestyles. Kids on YouTube: Technical identities and digital literacies (pp. 126 – 156). Walnut Creek, CA: Left Coast Press.

Levine, P. (2008). A public voice for youth: The audience problem in digital media and civic education. In L. Bennett (Ed.), Civic life online: Learning how digital media can engage youth (pp. 119 – 138). John D. & Catherine T. MacArthur Foundation, MIT Press.

Margolis, E., & Pauwels, L. (2011). The Sage handbook of visual research methods. Thousand Oaks, CA: Sage.

Miller, S. (2013). Lessons in multimodal composition from a fifth grade classroom. On digital video  composing in classrooms: An evidence-based framework toward a pedagogy for embodied learning. Journal of Literacy Research, 45(4), 386–430.

Mills, K. & Exley, B. (2014). Time, space, and text in the elementary school digital writing classroom. Written Communication, 31(4), 434–464.

Mitchell, W. (2002). Showing seeing: A critique of visual culture. Journal of Visual Culture, 1(2), 165–181.

Morawski, C., & Palulis, P. (2009). Auto/ethno/graphies as teaching lives: An aesthetics of difference. Journal of Curriculum Theorizing, 25(2), 6–24.

Pack, J. (2012, October 10). Remaking the future of multimedia composing by examining its past. Review of Remixing Composition: A History of Multimodal Writing Pedagogy by Jason Palmieri. Enculturation: A Journal of Rhetoric, Writing and Culture. 

Paulus, T., Lester, J., Dempster, P. (2014). Digital tools for qualitative research. London, UK: Sage.

Soep, E., & Radio, Y. (2006). Beyond literacy and voice in youth media production. McGill Journal of Education 41(3), 197–214.

Steeves, V. (2014). Young Canadians in a wired world, Phase III: Life online. Ottawa, ON: MediaSmarts.

Pink, S. (2007). Doing visual ethnography (2nd ed.). Thousand Oaks, CA: Sage

Miller, S. (2013). A research metasynthesis on digital video composing in classrooms: An evidence-based framework toward a pedagogy for embodied learning. Journal of Literacy Research, 45(4), pp. 386-430.

Mills, K. (2010). A review of the ”Digital Turn” in the New Literacy Studies. Review of Educational Research, 80(2), pp. 246–271.

Milne, E-J, Mitchell, C., de Lange, N. (2012). Handbook of participatory video. Toronto, ON: Alta Mira Press.

Mitchell, C. (2011). Doing visual research. Thousand Oaks, CA: Sage.

Rose, G. (2012). Visual methodologies: An introduction to researching with visual materials (3rd ed.). Thousand Oaks, CA: Sage.

Stille, S. (2011). Framing representations: Documentary filmmaking as participatory approach to research inquiry. Journal of Curriculum and Pedagogy, 8, 101–108.

Vasudevan, L., Schultz, K., & Bateman, J. (2010). Rethinking composing in a digital age: Authoring literate identities through multimodal storytelling. Written Communication, 27(4), 442–468.

Watt, D. (in progress). Complicating identities after 9/11: Muslim girls, schooling, and the mass media. Rotterdam, The Netherlands: Sense Publishers.

 Watt, D. (2014). Framing peace as tensioned engagement. In H. Smits & R. Naqvi (Eds.), Framing peace: Thinking about and enacting curriculum as “radical hope.” New York, NY: Peter Lang.

 Watt, D. (2013). Auto/ethno/graphic bricolage as embodied inter/culturalism: Dis/locating stories of becoming in encounters with the other. Journal of Curriculum Theorizing. Special Issue: Cultivating the Multicultural Imagination, 28(2), 1–19.

Watt, D. (2012). The urgency of visual media literacy in our post-9/11 world: Reading images of Muslim women in the print news media. Journal of Media Literacy Education, 4(1), 32–41.

Watt, D. (2011a). From the streets of Peshawar to the cover of Maclean’s Magazine: Reading images of Muslim women as currere to interrupt gendered Islamophobia. Journal of Curriculum Theorizing, 27(1), 64–86.

Watt, D. (2011b). Juxtaposing sonare and videre midst curricular spaces: Negotiating Muslim, female identities in the discursive spaces of schooling and visual media cultures. Doctoral Thesis. University of Ottawa, Ottawa, ON, Canada. http://www.ruor.uottawa.ca/en/handle/10393/19973

Watt, D. (2008). Challenging Islamophobia through visual media studies: Inquiring into a photograph of Muslim women on the cover of Canada’s national news magazine. Studies in Media and Information Literacy Education 8(2), 1–14.

Watt, D. (2007). Disrupting mass media as curriculum: Opening to stories of veiling. In S. Springgay & D. Freedman (Eds.), Curriculum and the Cultural Body, 147–161. New York, NY: Peter Lang.

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