Post-Production Reflection Essay

Understanding the media production process is clearly a key dimension of media literacy competencies, and research has demonstrated the general low levels of knowledge of media production processes among the adult population.

—    Renee Hobbs, Founder, The Media Literacy Lab

Structure and Presentation -- This is NOT a blog entry!

• length (800-1000 words -- aprox 3-4 pages)
• double spaced 
• academic voice (You can use first person POV.) 
• MLA or APA citation for references to readings

• Two sections:

Section 1 -- (1 page MAX): Describe your process. What was easy? What was difficult? What you liked and disliked.  

Section 2 -- (2 - 3 pages MINIMUM): Reflection on Literacy:  For more guidance, in terms of content, see below.

 

Content to address

Central question:

How has this experience helped you to understand "digital literacy" and the "digital writing process"?

For this section, you should make specific reference to your composing process and how it connects with issues and ideas raised in class readings. Consider the following questions (taken directly from the syllabus):

• How were traditional definitions of “literacy” challenged in your experience composing this multimodal piece? (In terms of “literacy” review readings from last semester or see Dornan et. al pgs 12-15.

• How was the composition of this piece different from experiences you’ve had with more conventional forms of “writing”?  What aspects of this “digital writing process” were easy for you?  What aspects were difficult?

• What observations do you have on the relationships between literacy and media/technologies in terms of composing meaning? In other words, in what ways did you observe or participate in the new literacy skills Jenkins (2006), Beach (in press) and Selfe (2004) describe (e.g. performance, appropriation, collective intelligence, and visual coherence, salience, impact, organiztion)?

• What new spaces for authorship and representation are made possible with the emergence of these “new” technologies? (e.g. in YouTube & Voice Thread) Whose ideas are represented in these spaces? In what ways?  And, for what purposes?  

• What are the implications for educators and/or policy makers?  In other words,what are the new roles of schools, after-school programs, and other spaces of learning in supporting the literacy learning of children and youth?

Examples of reflective analysis (All analyze their process choices and connect them to the dig. lit. concepts from reading):

Chris's blog entry

Lisa's blog entry

Steve's blog entry