Project New Media Literacies (NML) is a research initiative that explores how we might best equip young people with the social skills and cultural competencies required to become full participants in an emergent media landscape and raise public understanding about what it means to be literate in a globally interconnected, multicultural world.
From the Community
The Digital Youth Project brought together 28 researchers over the course of 22 research studies and three years, in an effort to better understand the ways in which youth integrate new media into contemporary youth culture.
The Stanford Study of Writing tracked the development of writing practices of Stanford students during their undergraduate and early post-graduate years in a longitudinal study that took place over the course of a five-year period.
Creative Commons understands that your students are all authors and wants them to be credited and respected when they put their work on the Internet for others to view, remix, and appreciate. That is why, they have made it possible to choose your own license based on your needs and hopes for your work
K-12 classroom teachers, librarians, technology support specialists, etc., gather every year at the K-12 Online Conference to join each other as they present and participate in discussions and activities virtually and, in many cases, not in real time.
Profiles in Practice: Digital Storytelling with Teacher Consultants of the National Writing Project is a collection presented by the Pearson Foundation and the National Writing Project that presents the work of five teachers, who have all practiced doing digital storytelling in their classrooms in the hopes of delivering instruction of core skills like collaboration, creativity, presentation, problem-solving, and critical thinking.
Making Stop Motion Movies is a detailed, how-to guide created by middle school teacher and Western Massachusetts Writing Project Technology Liaison, Kevin Hodgson, that showcases the reading and writing elements of film literacy and utilizes a popular medium in a way that is entertaining and educational. This guide creates activities and resources and highlights student work that reinforces how to use this technology successfully and efficiently.
It started with a quandary. As a veteran writing teacher, I was struggling, feeling caught in the middle between my responsibility to prepare my high school students for the traditional academic demands of college and the prevalence of compelling technology in their lives. Although, I recognized the need for computer literacy, I was not willing to trade rigorous academic work time for frivolous computer projects. So, my quandary led to my inquiry: Is it possible to teach academic writing as digital composition? What happens to writing instruction and student learning when we go digital?
This video documents my work supporting students to use digital voice recorders for "book talks" that allowed them to be active participants in their own processes of inquiry and learning. Sharing their "smart thinking" with each other, and hearing their own voices in the recordings made such a difference in the kind of inquiry and learning process we went through together.
While the term "digital storytelling" has been used to describe a wide variety of new media practices, what best describes the Center's approach is its emphasis on first-person narrative, meaningful workshop processes, and participatory production methods.