Your brain on Kindle; 21st Century media literacy; how Disney shapes youth identity
- Radio program New Tech City from WNYC interviewed Mike Rosenwald on his research into the effects of reading from a screen as opposed to print. Article and audio from the interview available here:
Neuroscience, in fact, has revealed that humans use different parts of the brain when reading from a piece of paper or from a screen. So the more you read on screens, the more your mind shifts towards "non-linear" reading — a practice that involves things like skimming a screen or having your eyes dart around a web page.
- Henry Jenkins recently posted a conversation with Tessa Jolls, President and CEO of the Center for Media Literacy, on the value of Media Literacy education in the 21st Century:
Using the technology approach, the iPhone is the “school” and anyone who uses it adeptly is the master and anyone over 30 is, well, handicapped at best. New technologies enable this approach because now, hardware and software are available and production has been democratized — everyone is a producer, a collaborator, a distributor and a participant. While experiential and project-based learning is truly exciting and an important component of media literacy, it is not synonymous because the outcome of the technology approach is often limited to technical proficiency without critical autonomy. Whether using an iPad, a pencil or a videocam, pressing the right buttons is important but not enough!
- In a Truthout op-ed, Henry Giroux explores how Disney magic and the corporate media shape youth identity in the digital age:
The information, entertainment and cultural pedagogy disseminated by massive multimedia corporations have become central in shaping and influencing every waking moment of children's daily lives - all toward a lifetime of constant, unthinking consumption. Consumer culture in the United States and increasingly across the globe, does more than undermine the ideals of a secure and happy childhood: it exhibits the bad faith of a society in which, for children, "there can be only one kind of value, market value; one kind of success, profit; one kind of existence, commodities; and one kind of social relationship, markets."