New Media Literacy

The collaborative intelligence which stands on the notion of connectionism relies on a network of connections that allow the work of intelligence to unfold and advance. (Cope B, Mary Kalantzis, 2017). The mindset of collaboration, participation and distribution make new literacies new, not the use of technology. (Nixon J., 2021)

For example, Marla, a 14-year-old new photographer started passively exploring her peers’ videos posted on YouTube when she had extra time at her after school program. During her free time at the studio, she started commenting on peers’ videos. At that time she found a partner for collecting survey questions and they interviewed members of the after school program. In order to post the interview videos on the social platforms, she had to learn to how to edit the video. After a learning period of editing videos, she posted the video to the program’s YouTube channel and her Facebook page where those same peers who were interviewed began commenting on her work. Not only technology helped her drive the project she aimed, but also gained her new media literacy skills. New media literacy skills can be described as the ability for communication with multiple modes of the media; using new media technologies; building on a mindset of collaboration, participation and distribution (Nixon J., 2021).

Schools may be thought as a place to have the chance for learning new media skills, but there is a great unevenness in how technology is used in and out of schools creating an unfair divide (Covay and Carbonaro, 2010). Schools serving privileged learners are often using new technology in student-centered ways where those schools serving less privileged learners are using technology in less empowering ways (Nixon J., 2021).

In a study, the researchers showed that there is a positive relationship between YouTube videos and e-Learning among disable individuals. (Talat et all, 2021)

Adaptive learning is the chance for students named disabled by the traditional class.

Through the construction of a representation (podcast/video), sharing and discussing the works with peers, students get new and more knowledge with the help of formal and informal critiques or peer-to-peer feedbacks. Critique is a heart of the peer to peer learning in which students share ideas, approach challenges and collaboratively solve problems.

Refrences

Cope B, Mary Kalantzis, 2017, e-Learning Ecologies Principles for New Learning and Assessment, Taylor and Francis

Nixon J., Critique and the video production classroom: providing students the skills to navigate new media literacies, English Teaching: Practice &Critique Vol. 20 No. 2, 2021 pp. 163-179

Covay, E. and Carbonaro, W. “After the bell: participation in extracurricular activities, classroom behavior, and academic achievement”, Sociology of Education, Vol. 83 No. 1, pp. 20-45, 2010.

Tahat K.M., Al-Sarayrah W., Salloum S.A., Habes M., Ali S. (2022) The Influence of YouTube Videos on the Learning Experience of Disabled People During the COVID-19 Outbreak. In: Hassanien AE., Elghamrawy S.M., Zelinka I. (eds) Advances in Data Science and Intelligent Data Communication Technologies for COVID-19. Studies in Systems, Decision and Control, vol 378. Springer, Cham. https://doi.org/10.1007/978-3-030-77302-1_13