many-to-many, and mobile communications;

While not having a large community compared to many things on the internet, it can be seen as a good thing that people only go there to only learn in an academic way, with no judgment just help and encouragement.

These forums, are created from the questions of students, for the use of students to help them grow and learn in an environment that is supportive.

This also is in some ways a very interesting place to learn about similarities between different programming languages, and that can help people reach out even more and expand in what they can create. These places on the internet give a place connect to others in hopes of creating a welcoming learning environment where people can learn to create new things, so that seems like a wonderful production centered thing to me.

Though these aren’t connected to any social media outlets they are a good hub of social activity and people supporting other people trying to grow and learn.

Learning is subjective to the student and sometimes we want to learn about things that are simply just a interest. Sometimes that interest can be monetized, and others it is simply for our own personal enjoyment. 

This chapter of New Literacies

In just a few weeks, a couple articles posted to Twitter through Boston Media drastically changed Bostons perspective on the Finals MVP.

live tweeting with other people in the comfort of your own home is becoming a more enjoyable experience than going out or hosting a party.

Opportunity is not as prevalent in his neighborhood. The schools don’t get looked at for recruitment, funding is minimal, and the numbers are small. He knows he can do it, and he knows he can prove himself to be useful on or off the court. And he is determined to contribute one day. 

“The cinema industry categorizes audiences but motivations for every individual to attend the cinema hall is succeeded from the promotions, either through internet or magazine or newspaper, facebooks, Instagram, tweeter and many other facilities”, said Ms. Dale.

(Talking Nepali Movies: Money Vs Arts, 2018)

Not everyone has that ability to bring the hidden content lively into the screen for all kind of audience. It takes years and years of practice to master that ability to picture every physical detail.

We can not concentrate on each region while film making. We have to focus our mind on the things that we are great in and let other specialists put their time in what they know so as to make a perfect and better film.

Furthermore, with several major exceptions, these woman are often notthe main characters in the games. However, as more girls and women playgames, this will change.

reading and writingshould be viewed not only as mental achievements going on inside people’sheads but also as social and cultural practices with economic, historical, andpolitical implications.

Video games—like many othergames—are inherently social, though, in video games, sometimes the otherplayers are fantasy creatures endowed, by the computer, with artificial intelli-gence and sometimes they are real people playing out fantasy roles.

A typical problem in the game isdeciding how to convince a talking wooden boat that wood floats, so that theboat, which is afraid of water, can feel free to go “boating” on the water andtake Pajama Sam where he needs to go

For example, it turns out that botanistsand landscape architects classify and think about trees quite differently. Theirdifferent contexts, social practices, and purposes shape their thinking (andreading) in different ways. Neither way is “right” or “wrong”in general.

Different people can interpret each type of text differently.

Helping teachers and parents learn how to take on such roles within a gamingcontext is equally critical.

Jonah had never played the game before, and Eric started explaining it to him. We did not intervene.This mentorship went on for over thirty minutes, with a growing sense of excitement.

His chapter offers a theoretical model forvideo game-based learning environments as designed experiences, focusing on open-endedsimulation games, modeled by both theGrand Theft AutoandCivilizationseries with whichhe has been working for a number of years.

Such a perspective opens up thepossibility for defining a set of new literacies associated with reading, producing, and playinggames, a set ofgaming literaciesfurther explored in Section 3 of this volume.

include relations with siblings and parents, patterns of learning at home and school, as well asimagined futures for oneself.

howtocreategamesthatusherteachersandstudentsfrombeingknowledgeconsumerstobeingproducers

arguedthattechnology,media,andtheirassociatedliteraciesrecruitmoresophisticatedthinkingthanschool-basedactivitiesdo.

Sheunderstoodthecausalmechanismsatplayanddevelopedanentirelyreasonablesolution.

Afewtimesperclasssession,Ms.Joneswouldremindstudentsthattheyhadtousethelanguageoftheirprofessionintheclassroom.

Thestudentssmiledastheyreadthis,showingsignsofpleasureinbeingexpertswithinthisdomain,particularlyusingtechnicalvocabularyfacilely.

studentsallplayedwiththesameclassmembers,asopposedto,say,playingingroupswithmoreadvancedlearners.

Onedayduringthecurriculum,studentsgo“intothefield”andinvestigatethesite,examiningkeyissueslikestormwaterrunoff,sewageoverflows,andawellthatthesickkidsdrankwaterfrom.

Consistentwithsocioculturaltheoriesoflearning,themeaningsofparticulargamesarelegitimizedthroughdiscoursegroups

howcurriculathataredesignedtocapitalizeontheaffordancesofmobilemediamightbeemployedinschools.

Because School does not in most cases primarily provide access to these devices, it cannot limit their transformative uses in the same way they did with computers.

Many of these are not specifically affordances of mobile, but may more properly be described as the power of people connected by the internet when it is in most everyone’s pocket

School assimilates the computer to its ways, using the computer to aid instruction “without questioning the structure or the educational goals of traditional School

They can flesh out the concept of “increasing agency” for us with MML as they did for him back then

School has an inherent tendency to infantilize children by placing them in a position of having to do as they are told, to occupy themselves with work dictated by someone else and that, moreover, has no intrinsic value—schoolwork is done only because the designer of a curriculum decided that doing the work would shape the doer into a desirable form.

If all this work is about increasing the agency of those who participate, doesn’t it make sense to let them tell their own stories

It has taken two previous destabilizing innovations—the computer and the internet—and has put them in the pockets of most everyone.

going somewhere new, seeing something you have never seen before, sharing a deep interest, doing something you had no idea was even possible, telling stories in new ways, making something you care about, connecting new ideas, and generally taking ownership of who you are going to be through what you choose to do and think about.

What is importantly included here that is missing from a more generic interpretation of MML is the bit about “increased agency.” This is why taking quizzes on your cell phone instead of on paper doesn’t fit.

There is quite a lot of activity involving mobile and learning that satisfies this simple definition. However, this definition does not quite fit with the conversations about MML that I’ve been a party to.

If I’m the second thing you’re seeing I’m flattered, but the truth is that just by being exposed to new things such as ads or creeping on someone’s conversation.

much of my knowledge now, whether it’s just communication techniques and lingo, stems from having experienced the awkwardness of something new.

So, to illustrate these ideas and the times at which they occurred in my “timeline”, I’ve made the conscious decision to make time the vertebrae in this flow map.

Turns out that it is quite amazing to see how and where I gain my learning from.

From school, I learn stuff that is educational, but there are times where I can learn stuff that is not even school related.

Mapping my learning ecology is something new, and I’ve never heard of it before.

Job, you are progressing at that time. You are enhancing what you learned. Life will bring you new ideas about learning ways and strategies.

In media literacy, since everything, now a days, is digital, it is very easy to access every bit of the information right in your hand in a second. We can consider Google, You-tube, Facebook, Instagram, twitter which is also a site where we can grab information which is expanding rapidly. Its easy to reach out people with such sites. And new literacy that includes blogging, emailing, video sites, wikis also are expanding technologies for learning.

Every people have skills and angle but there is some ideas that are just universal. For instance, colleges, school.

While other educators may share similar values, we believe that integrating them into a coherent whole produces a distinct framework that foregrounds design as a means of supporting students’ participation in the civic fabric of the classroom, school, and community.

143mobile civicsjames mathews and jeremiah holdenIn design meetings students often referenced youth as the ideal audience for their products. They believed their designs were educationally relevant to their peers and capable of shaping present and future perceptions of contested community issues

ollowing personal interests deepened students’ sense of ownership over their learning, led to increased care about the quality of their final designs, and promoted the overall success of the learning environment

Additionally, the students felt they were uniquely poised — if not responsible — to document the events because they were happening then and now, in their backyard

As visitors walk the remaining sections of the path they watch videos and interact with virtual characters who share their perspectives on the development plans. These char-acters, all of whom are based on real people the students interviewed, also share their knowledge about the conservancy’s history, ecology, and use.

Because it runs adjacent to their school, many students felt a sense of ownership over the path. Additionally, students believed the city was moving forward with the plan despite strong public opposition.

research is now refocusing on the relationship between risk and harm, recognizing that not all risk results in harm and, crucially, a certain amount of risk is vital for building resilience and learning to cope (

We look to the left and we look to the right, and we laugh about it at that time. We’re like...ha, ha, ha. I had my best friend Jerell and my best friend Rob.

documented how poor and working-class families embraced popular children’s media, whereas middle-class families viewed TV-based children’s media as a negative

Well, my mom actually thinks I’m a com-plete waste to society, no matter what.

He went to the library and checked out HTML for Dummies, got a copy of Photoshop from a friend, and got started.

A nationalist sentiment underlies many discussions of the creative economy, with a vision of an explicit international division of labor: Americans do “creative work” and less developed countries do “routine work.”

labor saving technological changes that favor skilled over unskilled workers

The reality for too many youth, however, is that they see a shrinking set of options and little guidance towards new kinds of learning opportunity, community contribution, and diverse careers.

When a subject is personally interesting and relevant, learners achieve much higher-order learning outcomes.

Their online role playing is not about murder and mayhem, but about trying out varieties of selves, informal storytelling, meeting new people and crafting a sense of themselves as writers

The period from around 12 to 18 years old is a critical time when individuals form interests and social identities that are key to the connected learning model. We also see adolescence and early adulthood as periods when young people establish an orientation to schooling and learning that can carry into adulthood, and begin to make decisions that will lead them to certain job and career opportunities.

Online, she found a community of like-minded peers who shared her interests, and who col-laboratively wrote stories and critiqued each other’s work.

the new media literacies should be seen as social skills, as ways of interacting within a larger community, and not simply as individualized skills to be used for personal expression.

No established set of ethical guide-lines shapes the actions of bloggers and podcasters, for example.

Contrary to popular stereotypes, these activities are not restricted to white, suburban males

The skills they acquired—learning how to campaign and govern; how to read, write, edit, and defend civil liberties; how to pro-gram computers and run a business; how to make a movie and find distribution—are the kinds of skills we might hope our best schools would teach

While students in schools with media and technology resources frequently obtain access to the Internet in classrooms using mobile laptop labs or small centers with three or four desktops in an area of the classroom, gaining access to the library is a more complex process of obtaining passes and working in strict silence, and students tend to use the library infrequently aside from class periods during which the entire class would visit the library to do research.

Many teens also view new media as something to do while they are hanging out with their friends.

Given the institutional restrictions and regulations placed on young people by schools, teachers, parents, and neighborhood infrastructures, kids and teenagers throughout all our studies invested a great deal of time and energy talking about and coordinating opportunities to “hang out.”

Pew reports a steady increase in teen Internet use, from 73 percent in 2000, to 87 percent in 2004, to 95 percent in 2007, and a rapid increase in mobile phone owner-ship, going from 45 percent in 2004 to 71 percent in 2007 (Lenhart, Rainie, and Lewis 2001; Lenhart, Madden, and Hitlin 2005; Lenhart et al. 2008)

The notion of “participation genre” enables us to emphasize the relational dimensions of how subcultures and mainstream cultures are defi ned; it also allows us to use an emergent, fl exible, and interpretive rubric for framing certain forms of practice.

Young people in the United States today are growing up in a media ecology where digital and networked media are playing an increasingly central role. Even youth who do not possess computers and Internet access in the home are participants in a shared culture where new social media, digital media distribution, and digital media production are com-monplace among their peers and in their everyday school contexts.

Luis’s process of revision entailed re fl ecting on movies he had already made and setting goals for new ones. In some cases, this was self-critical, attempting to fi x mistakes he saw in his previous work. Luis described his desire to make more com-plex and better-structured fi lms.

Luis describes his process in a nutshell as, “think about it, get some supplies to make it, and then do it.”

Luis noticed the video camera equipment in the space and, using his existing knowledge and interest from working with his brother, set out to make live action movies with his friends

Our particular approach to case studies involves taking a longitudinal perspec-tive. Interviews and observations are summarized to create portraits of learning about technology in a genre that has been called “technobiography” in recent work (Henwood, Kennedy, & Miller, 2001 )

F o r newcomers, joint endeavors offer not only opportunities to develop knowledge in a particular domain but also increasing levels of commitment, sense of belonging, and identity as a practitioner that develops and is sustained across time and place. Practice-linked identities typically emerge when learners view their own engage-ment in the practice as an important part of who they are