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Article
Publication date: 1 February 2011

Jolene Zywica, Kimberly A. Richards and Kim Gomez

This paper aims to examine the development and use of a scaffolded‐social learning network (S2LN) called Remix World. The local aim is to increase understanding of how Remix World

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Abstract

Purpose

This paper aims to examine the development and use of a scaffolded‐social learning network (S2LN) called Remix World. The local aim is to increase understanding of how Remix World is integrated into programmatic and curricular structures as a way to support learning. The broader aim is to contribute to conversations about learning opportunities that S2LNs afford for participants.

Design/methodology/approach

Remix World was integrated into the Digital Youth Network (DYN) in‐school and after‐school digital arts curriculum. DYN used Remix World to display and comment on media, artifacts and designs, and to post original work. Two of the authors were given accounts on Remix World, where they logged in to respond to comments and note site activities and conversations.

Findings

The data suggest that students across the grade levels regularly used Remix World to post commentary, post media, and critique peers. Students used Remix World across ecologies (home, after school, and school day). Mentors' efforts to integrate the site into their classes increased the number of users and activities on Remix World.

Practical implications

Integrating a media‐based curriculum that encourages critique and production requires some formal feedback and guidelines. It is essential to explore how mentors and teachers pedagogically leverage the students' posts to reach curricular and programmatic learning goals.

Originality/value

This study explores how features and affordances of social networking sites can be redesigned to intentionally support in‐school pedagogical use that promotes transformative communication and the development of critical, new media literacies.

Details

On the Horizon, vol. 19 no. 1
Type: Research Article
ISSN: 1074-8121

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