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The uses of disenchantment in new media pedagogy: Teaching for remediation and reconfiguration By Leah A. Lievrouw
Author(s): Leah Lievrouw
Abstract:
Leah Lievrouw, professor of Information Studies at UCLA, explores differences between new media and traditional notions of mass media. She asserts the need for a new media pedagogy that recognizes and embraces the ways in which "reconfiguration" and "remediation" make engagement with new media distinct. New media allow for more possibilities of different types of participation and educators need to use these changes as they attempt to connect students’ experiences with critical thinking and active participation. Lievrouw historically contextualizes two perspectives of the development of media and information communication technology; the more traditional view of mass media as transmitters of content from few to many, a "pipeline" view (involved in gatekeeping and property) vs. a newer view that evolved in the 1990s with more individual participation and interactivity, a "frontier" vision for social relationships and action. Lievrouw also provides examples of different activities she has her university students undertake in order to build their awareness and skills with new media.
APA Citation:
Lievrouw, L.A. (2009). The uses of disenchantment in new media pedagogy: Teaching for remediation and reconfiguration. In R. Hammer & D. Kellner (Eds.), Media/cultural studies: Critical approaches (pp. 560-575). New York: Peter Lang Publishing.
Chapter appears with permission of the publisher, Peter Lang Publishing, Inc, New York, © 2009. All rights reserved.
Attachment:
023UsesDisenchantPP014.pdf
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PDF document,
395Kb
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