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This thesis is a theoretically based critical analysis that aims to explore the effects of media on young people and provide a deeper understanding of the processes of media education associated with critical thinking, creativity, and identity formation through active engagement of youth in digital media production. This critical analysis is informed by the insights from critical social theory (including Frankfurt Schools critical theory and postmodernist thought), and a Whiteheadian perspective in process philosophy for lifelong learning. This research explores the argument towards different views from different assumptions about media effects on young viewers and alternative approaches to media education. This thesis offers a basis upon which to synthesize positive insights from all current media pedagogical approaches into a more cohesive, critical, exploratory, and creative practices of media education. It can potentially offer possibilities in developing critical thinking, critical creativity, and a sense of fulfillment for lifelong learning. The synthesis of this thesis is towards rethinking the creativity as having a vital role in lifelong learning through the creative process of youth media production.

This thesis is a theoretically based critical analysis that aims to explore the effects of media on young people and provide a deeper understanding of the processes of media education associated with critical thinking, creativity, and identity formation through active engagement of youth in digital media production. This critical analysis is informed by the insights from critical social theory (including Frankfurt Schools critical theory and postmodernist thought), and a Whiteheadian perspective in process philosophy for lifelong learning. This research explores the argument towards different views from different assumptions about media effects on young viewers and alternative approaches to media education. This thesis offers a basis upon which to synthesize positive insights from all current media pedagogical approaches into a more cohesive, critical, exploratory, and creative practices of media education. It can potentially offer possibilities in developing critical thinking, critical creativity, and a sense of fulfillment for lifelong learning. The synthesis of this thesis is towards rethinking the creativity as having a vital role in lifelong learning through the creative process of youth media production.

Thesis (M.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 30, 2009). Includes bibliographical references (p. 88-91).

Thesis--Oklahoma State University. / eContent provider-neutral record in process. Description based on print version record. Bibliography: 271-279.

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"Medienwelten – Zeitschrift für Medienpädagogik“ bietet ein Forum für theoretische und empirische Diskurse in der Medienpädagogik und verwandten Disziplinen.

Die dritte Ausgabe von Medienwelten hat sehr viel länger auf sich warten lassen als wir geplant hatten. Wir als Herausgeber haben die Zeit jedoch genutzt, um noch ein weiteres, ergänzendes Konzept für die Zeitschrift zu entwickeln. In loser Folge sollen Sonderausgaben von Medienwelten unter dem Titel Medienpädagogik vorgestellt erscheinen. Hier können sich Kolleginnen und Kollegen mit einem medienpädagogischen Themenschwerpunkt ihrer Wahl präsentieren und eine Ausgabe von Medienwelten als Ko-Herausgeber/-in mitverantworten. Wer ein solches Konzept vorschlägt, sieht sich mit Erwartungen konfrontiert und steht gewissermaßen in einer Bringschuld. Als ein wesentliches Thema der medienpädagogischen Lehre an der TU Dresden präsentiert Ralf Vollbrecht daher in dieser Ausgabe das Thema Filmbildung und narrative Pädagogik.

This thesis is an exploratory study of media production classes in Austin, Texas. Through examination of Texas state standards, lesson plans, and interviews with educators, I construct a picture of the content and trajectories of media production education in Austin public high schools. The standards, teachers, production tools, and end products structure the classes toward vocational training, industrial practices, and discourses of digitality and newness. The structures avoid more traditional media study areas, such as history, criticism, and analysis. Despite some concerns about student’s vulnerability and desires to empower them, the teachers also largely avoid discourses of media literacy. This study lays a foundation for further exploration of the ways in which media production education structures students’ understanding of media, as well as for reflection on the necessity of more direct media education and media literacy intervention in young people’s highly productive and media-rich lives. / text

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