Michael Dezuanni

Developing media production skills for literacy in a primary school classroom: Digital materials, embodied knowledge and material contexts

Publisher: Springer International Publishing

Date: 2014

DOI: 10.1007/978-3-319-04846-8_9

Fostering digital participation and communication through social living labs: a qualitative case study from regional Australia

Publisher: Informa UK Limited

Date: 14-02-2018

DOI: 10.1080/22041451.2017.1287032

Measuring Queensland's digital divide: The Australian Digital Inclusion Index 2017: Queensland

Publisher: RMIT University

Date: 2017

DOI: 10.4225/50/59B762AB75714

Creative pedagogies and the contemporary school classroom

Publisher: Routledge

Date: 2011

DOI: 10.4324/9780203817568.CH28

Developing media production skills for literacy in a primary school classroom : digital materials, embodied knowledge and material contexts

Publisher: No publisher found

Date: 2014

DOI: 10.1007/978-3-319-04846-8\_9

Social Living Labs for Digital Participation and Connected Learning

Publisher: Elsevier

Date: 2018

DOI: 10.1016/B978-0-08-102059-3.00001-0

A Deweyan Experience Economy for Higher Education: The Case of the Australian Indie 100 Music Event

Publisher: Duke University Press

Date: 03-2015

DOI: 10.1215/17432197-2842457

Abstract: In this essay we argue that a Deweyan experience economy will best support the higher education (HE) sector in the future, and we draw a contrast between that economy and the sector’s current focus on informational concerns, as expressed by the recent rush to Massive Open Online Courses (MOOCs) and other mass online informational offerings. We base our argument on current developments in music education and music technology that we see as being preemptive of wider trends. We use ex les from a three-year study of online and offline music pedagogies and outline a four-year experiment in developing a pedagogical experience economy to illustrate a theoretical position informed by John Dewey’s theory of experience, Pierre Bourdieu’s theory of habitus and capital, and recent work in economic geography on epistemic communities. We argue further that the future of the HE sector is local rather than global, experiential rather than informational, and that therefore a continued informational approach to the future of HE risks undermining the sector.

Dezuanni, Michael L., Dooley, Karen, Gattenhof, Sandra, and Knight, Linda (2015): iPads in the Early Years: Developing Literacy and Creativity

Publisher: Springer Science and Business Media LLC

Date: 10-07-2017

DOI: 10.1007/S13158-017-0195-3

'Redstone is like electricity': Children's performative representations in and around Minecraft

Publisher: SAGE Publications

Date: 03-2015

DOI: 10.1177/2042753014568176

Abstract: This article investigates 8- and 9-year-old girls’ use of the popular game Minecraft at home and school, particularly the ways in which they performatively ‘bring themselves into being’ through talk and digital production in the social spaces of the classroom and within the game’s multiplayer online world. We explore how the girls undertake practices of curatorship to display their Minecraft knowledge through discussion of the game, both ‘in world’ and in face-to-face interactions, and as they assemble resources within and around the game to design, build and display their creations and share stories about their gameplay.

Media Literacy through Arts Education in Australia

Publisher: Routledge

Date: 17-12-2014

DOI: 10.4324/9780203076125

Young people and participatory culture : reconceptualising Australian media education for 21st century citizenship

Publisher: Springer Netherlands

Date: 2009

DOI: 10.1007/978-1-4020-9529-0_4

Teachers’ curation of Australian screen content for school-based education

Publisher: SAGE Publications

Date: 08-03-2017

DOI: 10.1177/1329878X17693701

Abstract: This article outlines how teachers curate Australian screen content for use in classrooms from pre-school to senior secondary school. It suggests teachers use their professional knowledge of curriculum and pedagogy to arrange screen resources, curriculum concepts and student experiences to promote learning. This complex curatorial process adds value to broadcaster and producer curation processes that aim to position cut-down clips and educational resources for classroom use. The article draws on a national research project that undertook interviews with 150 teachers in schools across Australia. The authors suggest the ongoing digital disruption of the school sector presents both opportunities and challenges for the Australian Broadcasting Corporation, The Special Broadcasting Service and the Australian Children’s Television Foundation.

The building blocks of digital media literacy: Socio-material participation and the production of media knowledge

Publisher: Informa UK Limited

Date: 22-10-2015

DOI: 10.1080/00220272.2014.966152

These are my photos of when I was little : Locating Media Arts in the Primary School Curriculum

Publisher: Palgrave Macmillan UK

Date: 2013

DOI: 10.1057/9781137300218

Screen production for education: Digital disruption in an `ancillary' market

Publisher: SAGE Publications

Date: 17-01-2017

DOI: 10.1177/1329878X16678082

Abstract: The thoroughgoing digital disruption of the entertainment-based screen industries has now been well documented. But the factors that drive such disruption are in no way unique to mainstream media industries. The distribution and use of screen content in education in many ways parallel the experience of the broader screen industries. Just as traditional entertainment and information are being challenged by new online services, so too traditional modes of distributing and accessing screen content in education are being disrupted by online services. This article analyses these dynamics in Australia, placing them in historical perspective and using three contrasting case studies to exemplify key aspects of the digital disruption of education: ABC Splash exemplifies the public service broadcasting (PSB) ‘tutelage’ model YouTube exemplifies digital disruption— immensely popular despite numerous education authorities’ attempts to restrict access to it and ClickView exemplifies the ‘born digital’ company employing advanced technology, business strategy, and professional pedagogics.

Using YouTube to seek answers and make decisions: Implications for Australian adult media and information literacy

Publisher: Grupo Comunicar

Date: 10-2023

DOI: 10.3916/C77-2023-06

Abstract: This article argues that it is necessary to develop new approaches to media and information literacy (MIL) education to respond to information seeking on YouTube. The article draws on data from a survey of adult Australians (N=3,510), focusing on their media literacy attitudes, experiences, and needs. A subset of this data focuses on respondents who use YouTube to seek information for a purpose. The article interrogates the data to ask who uses YouTube to access information when they need to make a decision how these adults’ critical dispositions compare to people who do not use YouTube to seek information and what level of media ability they have compared to other groups. A total of 45% of adult Australians had used YouTube to seek information and make a decision in the month prior to completing the survey. While this group shared a critical disposition towards media and information, they lacked confidence in their own media abilities. We argue that it is necessary to develop new MIL approaches to assist this group. In addition, we argue that this group is more likely to respond to MIL initiatives that are available on YouTube itself and are unlikely to seek MIL learning in community institutions like libraries or community centres. Este artículo sostiene la necesidad de desarrollar nuevos enfoques en la educación en alfabetización mediática e informacional (AMI) para responder a la búsqueda de información en YouTube. El estudio se basa en los datos de una encuesta realizada a adultos australianos (N=3.510), centrada en sus actitudes, experiencias y necesidades en materia de alfabetización mediática. Un subconjunto de estos datos se centra en los encuestados que utilizan YouTube para buscar información con algún fin. El texto indaga sobre quiénes utilizan YouTube para acceder a la información cuando necesitan tomar una decisión cómo se comparan las disposiciones críticas de estos adultos con las de las personas que no utilizan YouTube para buscar información y qué nivel de competencia mediática tienen en comparación con otros grupos. El 45% de los australianos adultos acudió a YouTube en busca de información o para tomar una decisión durante el mes anterior a la realización de la encuesta. Aunque este grupo compartía una disposición crítica hacia los medios de comunicación y la información, carecía de confianza en sus propias habilidades mediáticas. Se argumenta que es preciso desarrollar un nuevo planteamiento de la AMI para ayudar a este colectivo. Además, se considera que este grupo es más propenso a responder a las iniciativas de alfabetización mediática e informacional que están disponibles en el propio YouTube y que es improbable que busque la alfabetización mediática e informacional en instituciones comunitarias como bibliotecas o centros cívicos.

A case study of human factors of digital AgTech adoption: Condamine Plains, Darling Downs

Publisher: Queensland University of Technology

Date: 21-12-2021

DOI: 10.5204/REP.EPRINTS.227177

Abstract: As global agricultural production methods and supply chains have become more digitised, farmers around the world are adopting digital AgTech such as drones, Internet of Things (IoT), remote sensors, blockchain, and satellite imagery to inform their on-farm decision-making. While early adopters and technology advocates globally are spruiking and realising the benefits of digital AgTech, many Australian farmers are reluctant or unable to participate fully in the digital economy. This is an important issue, as the Australian Government has said that digital farming is essential to meeting its target of agriculture being a $100billion industry by 2030. Most studies of AgTech adoption focus on in idual-level barriers, yielding well-documented issues such as access to digital connectivity, availability of AgTech suppliers, non-use of ICTs, and cost-benefit for farmers. In contrast, our project took an ‘ecosystems’ approach to study cotton farmers in the Darling Downs region in Queensland, Australia who are installing water sensors, satellite imagery, and IoT plant probes to generate data to be aggregated on a dashboard to inform decision-making. We asked our farmers to map their local ecosystem, and then set up interviewing different stakeholders (such technology providers, agronomists, and suppliers) to understand how community-level orientations to digital agriculture enabled and constrained on-farm adoption. We identified human factors of digital AgTech adoption at the macro, regional and farm levels, with a pronounced ‘data ide’ between farm and community level stakeholders within the ecosystem. This ‘data ide’ is characterised by a capability gap between the provision of the devices and software that generate data by technology companies, and the ability of farmers to manage, implement, use, and maintain them effectively and independently. In the Condamine Plains project, farmers were willing and determined to learn new, advanced digital and data literacy skills. Other farmers in different circumstances may not see value in such an undertaking or have the necessary support to take full advantage of the technologies once they are implemented. Moreover, there did not seem to be a willingness or capacity in the rest of the ecosystem to fill this gap. The work raises questions about the type and level of new, digital expertise farmers need to attain in the transition to digital farming, and what interventions are necessary to address the significant barriers to adoption and effective use that remain in rural communities. By holistically considering how macro- and micro-level factors may be combined with community-level influences, this study provides a more complete and holistic account of the contextualised factors that drive or undermine digital AgTech adoption on farms in rural communities. This report provides insights and evidence to inform strategies for rural ecosystems to transition farms to meet the requirements and opportunities of Agriculture 4.0 in Australia and abroad.

Selfies and shelfies on #bookstagram and #booktok – social media and the mediation of Australian teen reading

Publisher: Informa UK Limited

Date: 03-05-2022

DOI: 10.1080/17439884.2022.2068575

Towards understanding young children’s digital lives in China and Australia

Publisher: Grupo Comunicar

Date: 10-2018

DOI: 10.3916/C57-2018-08

Abstract: This article develops insights and generates new lines of inquiry into young children’s digital lives in China and Australia. It brings to dialogue findings from a national study of young children's digital media use in urban settings in China with findings from studies in Australia. This is not presented as a direct comparison, but rather as an opportunity to shed light on children’s digital lives in two countries and to account for the impact of context in relatively different social and cultural circumstances. The article outlines findings from a study of 1,171 preschool-aged children (3 to 7-year-olds) in six provinces in China, including the frequency of their use of television, early education digital devices, computers, tablet computers and smartphones, music players, e-readers and games consoles. It also focuses on various activities such as watching cartoons, using educational apps, playing games and participating in video chat. Methods included a multistage s ling process, random selection of kindergartens, a weighted s ling process, the generation of descriptive data and the use of linear regression analysis, and a chi-square test. The study demonstrates the significance of a range of factors that influence the amount of time spent with digital media. The contrast with Australian studies produces new insights and generates new research questions. Este artículo desarrolla ideas y genera nuevas líneas de investigación sobre las vidas digitales de los niños en China y Australia, en discusión con las conclusiones de estudios nacionales sobre el uso de los medios digitales por parte de los niños en entornos urbanos en China y Australia. El trabajo gira en torno al mundo digital de los niños en los dos países, analizando el impacto del contexto en ámbitos sociales y culturales significativamente diferentes. El estudio abarca una muestra de 1.171 niños de 3 a 7 años, de seis provincias de China, presentando la frecuencia de uso de televisión, dispositivos digitales en la educación temprana, ordenadores, tabletas y teléfonos inteligentes, reproductores de música, libros electrónicos y videoconsolas. También se enfoca en ersas actividades como ver dibujos animados, usar aplicaciones educativas, jugar a videojuegos y participar en videollamadas. Los métodos incluyeron un proceso de muestreo multietapa, con selección aleatoria de jardines infantiles, un proceso de muestreo ponderado, la generación de datos descriptivos y el uso del análisis de regresión lineal, y una prueba de chi-cuadrado. El estudio demuestra la importancia del rango de factores que influyen en la cantidad de tiempo que pasan con los medios digitales. El contraste con los estudios australianos produce nuevos conocimientos y genera nuevas preguntas de investigación.

Networking iPads into Preschool Spaces

Publisher: Routledge

Date: 09-01-2015

DOI: 10.4324/9781315771830

Prince Charming Has Perfect White Teeth: Performativity and Media Education

Publisher: SAGE Publications

Date: 08-2006

DOI: 10.1177/1329878X0612000117

Abstract: This paper argues that Judith Butler's post-structuralist theory of performativity provides a valuable tool for understanding how students might contest prevailing hegemonic gender discourses in media education classrooms. It suggests an alternative to structuralist ‘empowerment’ and ‘critical pedagogy’ approaches, which continue to motivate many media educators, despite serious questions being asked about their effectiveness. The paper draws on data collected from a unit of work about video games, completed by Year 10 students at an all-boys secondary school in Brisbane. It argues that many media-related activities fail to elicit genuinely ‘critical’ responses because they are complicit in the regulation of hegemonic discourses. It suggests that teachers are more likely to create the potential for variation in their students' gender performances if activities are dialogic and open-ended, and avoid placing emphasis on discourses of excellence and competition.

Prosuming'' across cultures : youth creating digital media across borders

Publisher: Grupo Comunicar

Date: 12-2036

DOI: 10.3916/C38-2012-02-06

Abstract: The Scratch Online Community enables young people to share their creative digital projects internationally with a level of ease that was impossible only a few years ago. Like all creative communities, Scratch is not just a space for sharing products, work, techniques and tips and tricks, but also a space for social interaction. Media literacy educators have unprecedented challenges and opportunities in digital environments like Scratch to harness the vast amount of knowledge in the community to enhance students’ learning. They also have challenges and opportunities to implement a form of digital media literacy education that is responsive to social and cultural representation. One role of digital media literacy is to help young people to challenge unfair and derogatory portrayals of people and to break down processes of social and cultural «othering» so that all community members feel included and safe to express themselves. This article considers how online community spaces like Scratch might draw on social interaction to enhance intercultural understandings and learning through dialogue and creative practice. The article uses statistics to indicate the amount of international interaction in the Scratch community. It then uses qualitative analysis of forum discussions to analyse the types of intercultural interaction that occurs. La «Scratch Online Community» permite a los jóvenes compartir sus proyectos digitales internacionalmente con una facilidad impensable años atrás. Como todas las comunidades creativas de este tipo, no es solo un espacio para compartir productos, trabajos, técnicas o consejos, sino también un espacio para la interacción social. Los educadores del ámbito de la alfabetización en los medios encuentran en estas iniciativas retos y oportunidades sin precedentes para aprovechar el volumen de conocimiento de la comunidad y promover el aprendizaje. Ofrece también oportunidades para implementar una forma de alfabetización digital sensible a la representación social y cultural. Una de las funciones de la alfabetización digital es ayudar a los jóvenes a cuestionar representaciones y a romper con procesos de otredad para que los miembros de la comunidad puedan expresarse e integrarse en esos contextos. Este artículo analiza cómo estas comunidades, a través de la interacción social, pueden impulsar el entendimiento intercultural y el aprendizaje a través del diálogo y la práctica creativa. El artículo incluye estadísticas para indicar la cantidad de interacción internacional en la comunidad que se analiza (Scratch). Asimismo, también incluye análisis cualitativos a partir de discusiones en el foro, con el fin de analizar los tipos de interacción intercultural que se llevan a cabo.

Connectivity and digital inclusion in Far North Queensland's agricultural communities: Policy-focused report

Publisher: The Cairns Institute, James Cook University

Date: 2019

DOI: 10.25903/5D2EA87FBD1C1

Disciplining the screen through education: The Royal Commission into the moving picture industry in Australia

Publisher: Informa UK Limited

Date: 02-09-2015

DOI: 10.1080/17503175.2015.1087133

In their own voice: The role of the Shape of the Australian Curriculum: The Arts Paper Writers in ensuring equitable access to quality Arts education in Australia

Publisher: Springer Science and Business Media LLC

Date: 12-10-2021

DOI: 10.1007/S13384-021-00489-X

Minecraft and children's digital making: implications for media literacy education

Publisher: Informa UK Limited

Date: 08-05-2018

DOI: 10.1080/17439884.2018.1472607

Critical factors of digital AgTech adoption on Australian farms: from digital to data divide

Publisher: Informa UK Limited

Date: 26-04-2022

DOI: 10.1080/1369118X.2022.2056712

How news media literacy is taught in Australian classrooms

Publisher: Springer Science and Business Media LLC

Date: 12-07-2022

DOI: 10.1007/S13384-021-00457-5

Teachers' Beliefs about the Possibilities and Limitations of Digital Games in Classrooms

Publisher: SAGE Publications

Date: 2014

DOI: 10.2304/ELEA.2014.11.6.569

Abstract: Teachers' beliefs about what it is (or is not) possible to achieve with digital games in educational contexts will inevitably influence the decisions that they make about how, when, and for what specific purposes they will bring these games into their classrooms. They play a crucial role in both shaping and responding to the complex contextual factors which influence how games are understood and experienced in educational settings. Throughout this article the authors draw upon data collected for a large-scale, mixed-methods research project focusing on literacy, learning and teaching with digital games in Australian classrooms, to focus explicitly on the attitudes, understandings and expectations held about digital games by erse teachers at the beginning of the project. They seek to identify the beliefs about games that motivated teachers' participation in a digital games research project while focusing, as well, on concerns that teachers express about risks or limitations of such a project. The authors' aim is to develop a detailed picture of the mindsets that teachers bring to games-based learning environments, and the relevance of these mindsets to broader debates about the relationship between games, learning and school.

Social living labs for digital participation: Designing with regional and rural communities [workshop proceedings]

Publisher: ACM

Date: 04-06-2016

DOI: 10.1145/2908805.2913016

Re-visiting the Australian Media Arts curriculum for digital media literacy education

Publisher: Springer Science and Business Media LLC

Date: 02-09-2021

DOI: 10.1007/S13384-021-00472-6

Queensland University Of Technology

Location: Australia

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Advancing Digital Inclusion In Low Income Australian Families

Start Date: 2021

End Date: 2024

Funder: Australian Research Council

Discovering A ‘good Read’: Pathways To Reading For Australian Teens

Start Date: 2019

End Date: 2021

Funder: Australian Research Council

ARC Centre Of Excellence For The Digital Child

Start Date: 2020

End Date: 2026

Funder: Australian Research Council

Linkage Projects - Grant ID: LP130100031

Start Date: 02-2014

End Date: 04-2018

Amount: $463,342.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP190100677

Start Date: 2021

End Date: 06-2024

Amount: $620,765.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP130100469

Start Date: 02-2014

End Date: 12-2016

Amount: $200,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP110200309

Start Date: 06-2012

End Date: 05-2015

Amount: $222,057.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0990289

Start Date: 09-2009

End Date: 12-2015

Amount: $471,324.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0989403

Start Date: 01-2010

End Date: 12-2012

Amount: $290,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP180100258

Start Date: 02-2020

End Date: 12-2023

Amount: $346,097.00

Funder: Australian Research Council

ARC Centres Of Excellence - Grant ID: CE200100022

Start Date: 02-2021

End Date: 02-2028

Amount: $34,934,592.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP220100208

Start Date: 06-2023

End Date: 06-2026

Amount: $507,970.00

Funder: Australian Research Council