How Should Cult Series End?: A Reponse

Last time, I posed the question of how to end a series which has attracted a passionate and committed fan following -- using Smallville as our central example. Today, I wanted to give some of the people associated with the series a chance to respond and share some of their perspectives on trying to close out Smallville's tenth and final year as a television series. Specifically, I asked them to reflect on how they closed off the Chloe Sullivan storyline which some fans had come to see as emblematic of what it means to be a professional women in the early 21st century. As I mentioned last time, I am grateful to Mark Warshaw of the Alchemists for his help in arranging for these responses. The first comes from Kelly Souders, an alum of USC's Graduate Screenwriting Program, who joined the Smallville team, with her creative partner Brian Peterson as staff writers and finished their ninth and final season on the show as Executive Producers and showrunners. Kelly's frank and intelligent discussion of the challenges of constructing and managing transmedia characters was a highlight of this year's Transmedia Hollywood 2 conference, as you will see when we release the videos of that event through this blog late next week.

What are some of the challenges you face in trying to bring about closure to something as long-form as a cult television series like Smallville?

Honestly, "challenges" is a polite way to put it. Trying to sum up a decade of stories and characters, trying to sum up that season's arc, trying to give people as much as they can (knowing even a major feature film couldn't do it and they aren't following a nine day shoot and many other tv constraints) is pretty much... impossible. But, the benefit of a ten year show is that the people that are there after so long are there because they are passionate. And everyone gave 150%.

Given the diverse investment fans make in such series, what steps can producers take to live up to their expectations?

You just do everything you can. Everyone does. You try to think of every angle every fan has and try to shine a light in that part of the story. The issue is always that fans don't agree. Some people loved Chlollie and some people loved Black Queen -- bam, right there you've failed half the expectations before you've even picked up a pen. You simply try to finish the story that was started and you don't sleep much.

Some fans have expressed concern that the ending of Smallville effectively has "undone" some of the character development from the rest of the series, for example closing off Chloe's career ambitions. How would you respond to these concerns?

Well, this answer is going to be a bit long because I'm such a big Chloe fan myself. First I have to give a big "HUH?" to the Chloe part. As a woman who has a pretty demanding job and two children at home under the age of four, I have to say I was floored by that one. I'm not sure why anyone thought her reading a book at night meant she wasn't going to her computer down the hall to check in with the JLA.

I guess the thought never crossed any of our minds or we would have thrown in some line like "Say goodnight to Superman in your comics, I have a co-worker to check in with..."

Because Allison was doing a play during filming, we only had her for one week of the two parter, so that's why we had to say goodbye to her character for the most part at the end of the first part. It's also why we were very clear when she was leaving Oliver that she was going off to be a "hero" and to Star City to manage the team. It was important to us that the Chloe career woman kept climbing the career ladder.

The reasons why we book ended with the boy were because we wanted her to be the first person to say "superman" and we wanted the woman we were always rooting for who had some bad luck in her personal life over the years to be victorious in that as well. We wanted her to have it all.

This second response comes from Allison Mack, the actress who played the part of Chloe Sullivan, and has now moved on to do stage work:

I want to begin this response by stating how moved and honored I am to know that a piece of work I was involved in creating over the last decade has inspired such passion, commitment and support. I believe our ability to have deep emotional experiences is what makes life worth living. Knowing that I was and am a small part of inspiring this type of experience is more gratifying than I can express. Thank you.

I will say, I have had the most interesting few weeks. When I was informed of my fans reaction to the series finale I took notice. Throughout my experience on Smallville I have been exposed to incredible amounts of support from several different fan groups. Legendary Woman and AllisonMackonline.com are just two of the many groups doing exceptional things to honor the character I helped to shape, mold, and grow. This has always been a flattering and exciting process for me.

Ten years ago my good friend Mark Warshaw (also the creator of The Chloe Chronicles) asked me what I want to do with my work. I responded by telling him I wanted "To inspire people to do more in their lives". Over the course of the show I have had the privilege to create a character that stands for nobility, integrity, and honor. As woman of strength and passion, Chloe upholds so many traits I strive to uphold in my personal life and when I heard the fans expressed deep betrayal, I did not take the response lightly.

I thought for a long time about what to do and spoke with several mentors about how to best respond to this reaction. It was amazing to me a dream I recited to a friend over breakfast had come to life and was now at risk. Something had to be done.

Your outcries have allowed me to look at my position as an actor from a new perspective and the potential potency for influence with this is both intimidating and thrilling. I see my responsibility as an actress as being very serious and an incredible privilege. This is not to say that I want to be type cast as a "Chloe" but there are certain characters that portray metaphoric representations that I will not take on.

As for the show, I would prefer not to take a stance on the storyline itself. Not because I don't have opinions, I absolutely do, but more because I believe this is not about stating if the ending was "good or bad" and "right or wrong", more it is about learning how to take what was presented and look at it from all angles. What is both good and bad about it? How are the choices the characters made valuable and not?

The point is not the judgment we place on what we watch, but what we do with what we see. Do we use it to explore our own beliefs more deeply? Do we agonize and analyze the potential of choosing one path over another, thereby expanding our own capacity for deliberate choices? Do we allow ourselves to empathize so deeply with the characters we love that we challenge our prejudices and ultimately build our strength for compassionate and humane interactions? This is a process I believe can change the world. It is the reason I love what I do.

What if the result of this ending for Chloe has created an examination of the purpose of media for both the viewers of the show and myself? What if as an effect of this very show we recognize that now is the time for people to start to examine the nature of popular culture and entertainment more deeply? What if a result of this very discussion entertainment itself becomes a tool for education and evolution rather than something used to disappear and regress?

As it currently exists media is more often than not used as an excuse to turn one's brain off, to avoid thinking or growing. In my opinion this is a tragic misuse of one of the most effective tools developed. This would be a dream come true as it is one of my personal passions for media and technology.

In the end, maybe the metaphor for Chloe in the show's finale is bad and maybe it is good, but more than that this situation reveals an opportunity to re examine the way we use this force we call "media". This is not a matter of just ending a story nor is it a matter of just having a resolution for a character. This is an opportunity to create new archetypes and change the face of our interactions with entertainment.

So, I believe, what is important about this whole experience is understanding it. Taking the lessons from our responses and seeking to more thoroughly investigate our perceived adversaries, our archetypes and ourselves. Whether it is "good or bad" remains to be seen. That part is in our hands.

I would love to hear what you are thinking. As I did with the discussion of committed relationships and Castle, I am going to suggest you send your responses to me directly via e-mail at hjenkins@usc.edu so you don't have to face the headache of my spam catcher. I will post as many responses as I can through the blog proper. Please be clear if you are sending this personally to me or want to see it published.

So, if you are a Smallville fan, what did you think about how the series ended and how might you like to see the series extended in new directions, as Mack suggests here?

And if you are not a fan of Smallville, share your thoughts about the endings of other cult series. Which ones were handled the best? Which were handled the worst? What steps can producers take in responding to fan disappointments around the series? What would you like to tell "The Powers That Be" about how cult series should end?

Next time, I will share some closing thoughts and we will hear from Flourish Klink, a former student of mine who is now Chief Participation Officer for the Alchemists, and perhaps from some of you.

Coming Soon: Acafandom and Beyond

In the summer of 2007, this blog hosted a rich series of exchanges concerning "gender and fan studies," which paired male and female researchers together to reflect on the impact that gender had on their work. We are still feeling the impact of these exchanges in terms of new collaborations between researchers and new paradigms for approaching our shared interests. This summer, the blog is going to host another large scale conversation, this time focused on the concept of the Acafan and the kinds of work this term has done for helping us to sort through our complex emotional and intellectual relationships to our object of study and the equally complicated relationship between our professional lives as fans and who we are in our personal lives. We wanted to expand the concept to bring together people from Game Studies, Critical Race Theory, Performance Studies, Queer Studies, and Gender Studies, who are confronting similar issues surrounding the role of subjectivity and cultural criticism. This time, we are working with groups of three, a number purposefully chosen to avoid binaries and force us to collectively find common ground across a range of perspectives. Each week, we will have three short 500-1000 word provocations coupled with the transcript of an exchange between the three contributors. Public discussion sparked by these provocations will continue at a yet to be designated spot on Live Journal and periodically I will be sharing highlights from this larger public discussion through this blog. We want as many fans, academics, and acafen to weigh in on these topics as possible and will do our part to give you stuff to chew on all summer long.

The discussion has been organized and will be moderated by Kristina Busse, Drew Davidson, Henry Jenkins, Louisa Stein, and Karen Tongson.

This series builds upon a series of exchanges in the Fan Studies world over the past year around the concept of the "Acafan," including a rich discussion last summer through Jason Mittell's and Ian Bogost's blogs, a special issue of FlowTV, and a Society for Cinema and Media Studies panel organized by Louisa Stein. Contributors for the series are also drawn from participants in Drew Davidson's Well Played books, which offer subjective criticism of computer and video games, and are intended to showcase the launch of the new Postmillenial Pop book series which Karen Tongson and I are co-editing for New York University Press.

Overview

At the heart of the acafan debates has been the question of what aspects of our lived experiences we bring to our work as scholars and critics. All of us, of course, write from many different identities based on race, gender, class, sexuality, ethnicity, religion, generation, ideology, discipline, and cultural preference. The acafan identity, as it has emerged through fan studies, offers a response to accounts of media consumption that in their supposed objectivity were too distanced, too critical, and ultimately pathologizing. The term describes specific relations to our objects of study and draws upon situated knowledge to help explain the contradictions of contemporary popular culture. Acafan scholarship has worked to model a scholarly position that is proximate and impassioned and engaged, but which also is substantive and demanding (in all of the best ways that fan writing can be).

In this discussion we want to expand the questions and the focus to address autobiographical research and the role of the researcher in general. In so doing, we want to look at the ways different fields and disciplines have faced the problem of being invested in and accountable to different aspects of our identity, such as academic and fan. We are interested in the way this can and has affected our research and the way it has affected our intersectional identity. We are also interested in discussing the relationship between forms of academic knowledge creation and presentation and the relation between lived experience and academic work.

As we search for interdisciplinary commonalities, we also want to explore the limitations to the notions and practices of acafandom. Beyond objectivist proponents, who fault acafans for being too close and too engaged, some scholars resist the approach for the way it possibly affords fans special status and forces too much attention on one particular mode of interaction, ignoring other equally important modes of inquiry. Acknowledging and exploring these objections without abandoning the concept of a participatory and vested research with autobiographical self-awareness is central to this conversation.

Provocations

• [Intersectional identity] How do these identities--as lived, performed, constructed, and embodied--shape what we see, what we study,what we say and who we address through our professional work? What are some of the ways we mobilize these identities within our work and when do they get in the way of the critical distance expected of serious scholarship?
• [Origins and influences] What does the acafan concept owe to larger debates about the nature of "subjective criticism" in feminism, critical race theory, and queer studies? What has been the contribution of fan studies to these other related fields, or what might fan studies contribute in the future?
• [Related developments] How might the debates about the acafan concept relate to other debates in connected fields of popular culture studies, such as discussions about the emergence of the "new games journalism" as a means of capturing the subjective experience of players?
• [Affective investment] These debates historically had to do with the unstable relations between pleasure/affect/the body/desire and politics/identity/power. Do stable or essential terms have the flexibility to respond to this shifting terrain? Have we found a way to talk about pleasure which no longer requires self-reflexivity about our politics?
• [Acafan as a concept] How have the evolving traditions of acafandom shaped the landscape of which fan practices are studied and which are left invisible? In our increasingly digitized academic public sphere, how do performances of simultaneous academic and fan identities raise both pragmatic and ideological concerns?
• [The limits of acafandom] Acafandom--be it understood as a cultural and scholarly position or as an interdisciplinary community--has increasingly come under fire from a variety of directions. After more than a decade of use, what do you see as the strengths and limits of the term acafan as a way of characterizing the shared subjectivity between fans and academics? What has the term allowed us to communicate? What mixed messages might it carry? What has it limited our ability to see and to say?
• [Acafandom as institutional practice] The term acafan emerged from a particular configuration of the relations between fandom and academia, yet the emergence of a new and rather substantial generation of acafans has resulted in some changes in the practices and norms of the academic world. How have the relations between fans and academics shifted over the past decade and how do these changes impact the concepts which acafan was intended to express?

Participants:

• Christine Bacareza Balance
• Sarah Banet-Wiser
• Nancy Baym
• Gerry Bloustein
• Will Brooker
• Jayna Brown
• Rhiannon Bury
• Jay Bushman
• Kristina Busse
• John Campbell
• Heather Chaplin
• Melissa Click
• Francesca Coppa
• Drew Davidson
• Alex Doty
• Jennifer Doyle
• Corvus Elrod
• Sam Ford
• Nick Fortugno
• Jonathan Gray
• Judith Halberstam
• Karen Hellekson
• C. Lee Harrington
• Matt Hills
• Henry Jenkins
• Alex Juhasz
• Flourish Kink
• Derek Kompare
• Anne Kustritz
• Frank Lantz
• Alexis Lothian
• Alan McKee
• Jason Mittell
• Roberta Pearson
• Alisa Perren
• Erica Rand
• Cornel Sandvoss
• Suzanne Scott
• Parmesh Shahani
• Sangita Shreshtova
• Louisa Stein
• Karen Tongson
• Catherine Tosenberger
• Matt Yockey

Why It's Great to Be a Media Buff in LA (Part Two)

The Velaslavasay Panorama -- The 19th century Panoramas were astonishing mixtures of painting, music, sound effects, and spoken narration, important ancestors of the cinema and other immersive media of our century. This facility is dedicated to preserving the memory of these great spectacles. We saw a great re-enactment from the original script of a narrative about a journey from South America up the coast of California last summer and throughout the year, they have hosted periodic lectures on 19th century showmanship and popular art.

The Hollywood Museum -- Inside the old Max Factor Factory, this collection of movie memorabilia is full of treasures. For example, it turns out that Pee-Wee's bicycle is not in the basement of the Alamo as he suspects, but rather, here is the heart of old Hollywood. There are also the death masks which Forest Ackerman collected of Karloff, Lagosi, Chaney, Price, and other great horror actors alongside the set from Hannibal Lecter's cell in Silence of the Lambs, costumes from Theda Bara, Mae West, Marilyn Monroe, W.C. Fields, and Lucille Ball, alongside materials from this year's hot releases. The signage is pathetic, the display is more or less random except for a downstairs area organized by the hair color of leading ladies (so red for Lucile Ball and Rita Haywood, blond for Shirley Temple and Jean Harlow). This is less a museum than a romp through someone's attic. Glance through a window into the storage area and you can see a Maltese Falcon, heaven only knows if it is real. This is truly the stuff that dreams are made of.

The Cinefamily at the Silent Movie Theater -- A LA tradition, this is an all purpose retrohouse with strong emphasis on camp and cult cinema during much of the week, but I love it for two great ongoing series. First, there's The Silent Treatment the first Wednesday of every month, which is when the theater lives up to its name, and shares both classic and obscure silent films to a packed house of folks who love what they are seeing. They do Chaplin, Keaton, Griffith, and Eisenstein, to be sure, but they also do titles there I have never seen showing anywhere else. So, coming up this summer are W.C. Fields in So's Your Old Man and Lilian Gish in The Scarlet Letter. My other favorite are the animation screenings currated and hosted by Jerry Beck. I was really happy to see a showcase of the works of Cartoon Modernist Gene Deitch, including an appearance of the great man himself.

Arclight Cinerama Dome: Arclight promises us a "state of the art" exhibition experience and it provides it, but what I am most interested in is the Cinerama Dome itself, one of the few surviving theaters with this configuration in the world. It's wasted, for the most part, on contemporary movies which are not designed to exploit the screen's surround-vision features, but I was lucky enough to catch part of a Cinerama Festival the theater hosted shortly after I arrived. I was awestruck to see How the West Was Won shown through three projectors simultaneously on a screen that completely engulfs your peripheral vision. I had seen the movie on television, but nothing prepared me for the actual Cinerama experience. I can only wish they would show more Cinerama movies there.

The Academy of Motion Picture Arts and Sciences -- I will admit that I have so far underutilized the remarkable lecture and screening series hosted by the Academy, but I hope to make up for it this summer. All summer long, the Academy is showing films from the 1920s, which won Photoplay's Medal of Honor (a kind of People's Choice award). The films include many which have fallen into relative obscurity, including Humoresque, Four Sons, The Covered Wagon, Seventh Heaven, and Beau Geste.

The Hollywood Heritage Museum -- Across the street from the Hollywood Bowl, this ramshackled old facility would be easy to overlook. Built in 1913 by Jesse Laske and Cecil B. Demille to shoot The Squaw Man, this was the first major film studio in Hollywood. A few times a year, they open the facility and screen movies there. The screenings are technically poor but the sense of history of watching silent movies within these walls more than makes up for the periodic blackouts and the folding chair seating, making for a memorable occasion. My favorite experience here so far was a lecture and screening by a Three Stooges fan group which was trying to track down the locations where their silent comedies were shot.

The Fashion Institute of Design and Merchandising: Only a few blocks from my apartment, the FIDM was host to the LA season of Project Runaway, but more immediately pertinent, it hosts an ongoing series of exhibits of costume designs, including annual showcases for the Acadamy Awards and Emmy Award nominees and showcases of specific projects (Tim Burton's Alice in Wonderland, being a personal fave) and designers.

California Artists Radio Theater -- A recent discovery of mine, though a long-time Los Angeles institution, a group of veteran actors get together once a month and publically perform radio drama inside the Beverly Garland Holiday Inn's conference room. We discovered it because they were doing one of Norman Corwin's historical dramas in honor of my USC colleague's 101st Birthday. Corwin was there amongst us, enjoying Birthday Cake, thank you very much, and his gifted friends shared an hour of high entertainment. Take a look at the list of actors who have performed here through the years, and you will see why I plan to come back as often as I can.

The Magic Castle -- This is where all the magic geeks go to hang out. There are typically six or more different magicians performing each night in different showrooms embedded in this meandering Victorian mansion, and there are many more magicians, professional and amateur, in the audience, many of whom will also break out a deck of cards and show you a few tricks while you are awaiting the next performance, and the space is crammed with artifacts reflecting the history of prestidigitation, including stuff from Houdini and W.C. Fields.

And of course, the one truth about media in LA, above all others, is that no matter where you go to watch an old movie in this town, the odds are high that it is going to be introduced by Leonard Maltin. :-)

These are some of my favorite media experiences in Los Angeles. There are a few things I know about like the summer movie screenings inside the Hollywood Forever graveyard which I have yet to see and I am leaving off the big amusement parks, the research archives, university film screenings, and some of the live shootings for network television here. But what else am I missing? Share your favorite media experiences in Los Angeles with me via email at hjenkins@usc.edu

Why It's Great to Be a Media Buff in LA (Part One)

I moved to Los Angeles two years ago July 1 and good and loyal readers, I am having a blast, exploring this phenomenal city and taking advantage of some of its many opportunities to watch old movies and hear front line perspectives from people in the entertainment industry. I figured that I would share some of my favorite things about this city in hopes that I may flag something one of you has been missing out on and in hopes that you may know some things going on here that have so far missed my attention. If the later, write me at hjenkins@usc.edu and I will pass your tips along to my readers. Be sure to let me know whether your letter is for publication or not. These are listed in no particular order.

The Paley Center for Media: Beyond a rich archive of materials from across television history, the Paley Center hosts a broad array of public programs showcasing the best of what the media can do. Every Spring, they run the Paleyfest which includes screenings and conversations with the cast and crew of top contemporary series. This year, I was lucky enough to get tickets for evenings focused on True Blood, White Collar, The Walking Dead, and best of all, a reunion of the casts of Freaks and Geeks and Undeclared. They have also launched a Rewind festival which brings back the casts of classic television series and shows episodes from their archival collections. Highlights for me last summer were Room 222, My Three Sons, and the Rogers and Hammerstein Cinderella. I am eagerly awaiting news of what's on tap for this July. And throughout the year, they have other special events, including a program on Bing Crosby's specials, with members of his family and friends. The conversations at the Paley are much sharper than those with some of these same groups at Comic-Con: the audience is less likely to ask spoiler questions, more apt to ask about insights into the production process and the storytelling, since so many in the crowd are from the industry or would like to be in the industry.

The Cinecon Classic Film Festival -- Held in The Egyptian Theater in the heart of Hollywood, Cinecon is the hardcore movie buff's event of the year. My wife and I have gone for the past two years and it now has a permanent spot on our calendar for the fall. Basically, for four straight days, they show films that even I have never heard of -- genre films primarily from the 1920s-1950s, often from minor studios. A key selection criteria is that the films can not have been released on DVD and are rarely if ever shown on television. These films come from archival vaults and especially from private collectors. Despite the grab bag like effect of moving between genres, studios, and periods, each film is selected with some wisdom -- I have rarely seen a film here which is not without interest and most are really engaging examples that fill in the gaps for me in terms of understanding this period of film history. For example, my big discovery last year was the silent westerns of William S. Hart. I'd seen his picture in books for years and I had no idea how visually compelling and morally complex these early westerns could be. I also have seen several silent or early sound films from Frank Capra, one of my personal favorite directors, which I had never been able to catch before. Part of the pleasure is also eavesdropping on the conversations of aging movie collectors, who have an encyclopedic knowledge of whatever kind of film they are passionate about. And for the rest of the year, The Egyptian hosts the American Cinematique and the Art Deco Society often hosts screenings and lectures here.

TCM Classic Film Festival -- Hosted by the television network, the festival is held primarily at the Grauman's Chinese and its accompanying multiplex. TCM's schedule is organized to sustain the interest of film buffs at all levels of sophistication: lots of "The Essentials" but also several screens showing much more obscure stuff, often stuff being restored by the country's leading film archives. My experiences this year included seeing Kubrick's Spartacus introduced by Kirk Douglas himself, seeing Whistle Down the Wind with Hayley Mills, watching Drew Barrymore introducing Night Mail, which featured Lionel and John Barrymore, laughing my way through Cary Grant's delightful first film, This is the Night, enjoying Buster Keaton's The Cameraman with a live orchestra, and seeing the last film of Clara Bow, Hoop-La. Despite the star power which TCM provides throughout the event,

I still tend to prefer the more intimate and more obscure Cinecon, but this is a great way to spend a weekend.

The Art Directors Guild Screenings: Of all of the Hollywood Guilds, the Art Directors are doing the best job of explaining to the general public what they do and why it matters to our experience of great movies. Organized by my friend, John Muto, the Guild shows roughly a film a month at either the Egyptian or the Aero theater, accompanyed by a panel discussion with veteran art directors, film scholars, and others who know about the craft of production design and shown with great clip reels which showcase the featured Art Director/Production Designer's body of work. I was lucky enough to be asked to speak at a program focused around The 5000 Fingers of Dr. T, which is one of my very favorite movies, and have attended programs on everything from Bollywood epics to British science fiction classics.

The UCLA Film Archive -- I have yet to make it to the UCLA Film Archive's Festival of Preservation, which is where they share rare films which have been saved from decay and destruction and brought back to something akin to their pristine qualities. But I have enjoyed some great screenings through the past two years. I was flattered, for example, that earlier this year they did a series, Mixed Nuts: Vaudeville and Film, which, unbeknowst to me, was inspired by my dissertation book, What Made Pistachio Nuts?: Early Sound Comedy and the Vaudeville Aesthetic. It was great to see films that I had watched 20 plus years ago in archives being shown to a sparse but engaged audience at the Hammer Museum, in some cases on original Nitrate prints!

El Capitan -- This vintage movie palace is the flagship theater for the Walt Disney Studios and shows only Disney releases, mostly contemporary but also periodically vintage animated titles. Everything is done with the showmanship and "magic" one associates with a Disney production, including exhibitions of props and costumes from the films, live stage presentations (a lazer light show for the new Tron movie, a live animal show for African Cats, etc.). My wife and I took a day off recently to watch all four of the Jack Sparrow Pirates of the Carribbean movies shown back to back, complete with performances of classic Disney songs on the Wurlitzer Organ, appearances by minor cast members, pirate bands, jugglers, and stiltwalkers to entertain us while waiting in line, and a spectacular pre-show for the most recent installment. I confess that I have fallen hard into Disney fandom since moving to LA, revisiting childhood favorites, and taking advantage of an annual visitor's past to Disneyland.

Last Remaining Seats<: We are lucky enough to live on Broadway in the heart of what was Los Angeles's Theater District during Hollywood's golden years. I can see the neon of the Orpheum theater out my window and all along the street there are what remains of some great movie palaces (not to mention the often filmed Bradbury Building). Every summer, the Los Angeles Conservancy organizes a screening series, which shows classic films in some of these great old facilities. So last year, I was introduced to Mexican melodramas of the 1940s at the Million Dollar Theater and saw the silent version of Peter Pan at the Orpheum. This year's series includes Sunset Boulevard, King Kong, Captain Blood, and Safety Last. We have season tickets so look forward to seeing some of you there. Throughout the year, there are other amazing one-off events, such as a screening of an obscure Colleen Moore film last year, and of course, the Orpheum is the host of tryouts for American Idol, So You Think You Can Dance, and other reality shows. And the Conservancy does walking tours of the theater district, of the Art Deco buildings (including Eastern Columbia, where I live), and other downtown landmarks.

Learning from Hollywood: Voices from the Joan Ganz Cooney Center Conference

I spent the first part of the week participating in a conference, hosted by the USC Cinema School and organized by the Joan Ganz Cooney Center, "Learning from Hollywood: Can Entertainment Media Ignite an Education Revolution?" This was the kind of event that warms my radically undisciplined heart and mind -- a gathering of people from many different backgrounds (educators and academics, media industry people from both the commercial and public media worlds, activists and nonprofits, foundations, librarians and curators) to talk about the potential intersection between education and entertainment. In the course of the two days, we heard a lot about the value of stories and storytelling to incite the imagination, to provoke curiosity, to convey our collective memories and wisdom, and to inspire more acts of creativity.

This was perhaps best brought alive for me through a performance by The Story Pirates -- a group of actors, improv comedians, and otherwise kooky and creative people, who go into schools around the country, help young people construct their own stories, and then incorporate them into their performances. In this case, they brought a class of Latino/a elementary schools with them, both performing one young man's previously written stories, and soliciting elements from the kids for a story performed live on the spot.

My own remarks at the conference centered on what the practices and logics of participatory culture might bring to the paradigm of "entertainment education" which I have been learning a lot about since coming to USC. Under the classic version of this model, experts consult with script writers to get information about health or social concerns integrated into the fictional programs and sometimes to get tags or bumpers which help link viewers to the groups working on these issues. I really respect the commitment behind such work and know that it does make a difference for many people. But increasingly, I've wondered what would happen if these same projects got taken up by the fan communities around the show, if the messages were not simply embedded in the program but designed to be acted upon in more creative and public ways. I used the example of what's happened around Harry Potter to describe a movement from inspiring reading to inspiring writing to inspiring activism, remarks which build upon the work my Civicpaths research group has been doing for the MacArthur and Spencer Foundations.

Scott Traylor from 360KID, who I knew from back at MIT, was nice enough to capture my remarks and those of several other speakers via his cellphone camera and has given me permission to share some of these segments with you through this blog. Thanks, Scott. So, this first bit is my talk on Harry Potter and the potential of a more participatory model of entertainment education.

Scott also captured some of the highlights from a panel on Monday night on "Storytelling and the Art of Engagement," hosted by Betty Cohen, the former President of the Cartoon Network and the Lifetime Network, and including film producers Don Hahn (Beauty and the Beast, The Lion King) and Doug Wick (Gladiator, Memoirs of a Gesha) and television producer Marcy Carsey (The Cosby Show, Roseanne, Third Rock from the Sun), sharing their insights on Hollywood's craft and speaking about their desire to see the work that they do more fully incorporated into both formal and informal education. Getting these kinds of glimpses into the behind the scenes production processes is one of the great joys of living so close to Hollywood.

Here are two highlights Scott captured -- showing Carsey talking about the need to "respect the audience"...

And Wick talking about how he draws inspiration from the work of Bruno Bettelheim:

The event was also a place for demonstrations by some top digital designers and developers, including this segment on Sifteos by a Media Lab alum Jeevan Kalanithi.

On Tuesday morning, we heard from Linda Burch from Common Sense Media and Frank Gilliam, Dean of the UCLA School of Public Affairs, talking about the challenges of overcoming existing frames parents and teachers have for thinking about the relations between digital media and schooling. Scott captured Gilliam's remarks, which offer some real insights into how and why some of the messaging around digital media and learning may be falling on deaf ears.

Unfortunately, Scott had to fly back to Boston so we do not have some of the other highpoints of the conference, such as a presentation by Participant Media's John Schreiber on their Waiting for Superman documentary;

an interview with Kari Byron, the charming host of Mythbusters, about their new Headrush initiative, to help inspire girls to think about STEM; and closing remarks by media mogul Peter Gruber.

All told, my head is exploding from new insights and beyond that, new connections, many of which I hope to build upon through this blog in the weeks ahead.

Special thanks to Cooney Center Director Michael Levine who has helped pull together this phenomenal event.

Shall We Play? (Part Two)

Because of the importance we place on play, we call the professional development program Project New Media Liteacies is developing PLAY (which in this case stands for Participatory Learning and YOU!) (We usually accompany this definition by pointing our finger at the person we are talking to, itself a playful ritual which surrounds our collective discussion of this work.) You can read more about the core concepts underlying our PLAY approach through a series of blog posts being developed by Vanessa Vartabedian at the Project NML blog. For the moment, I will simply offer this one paragraph explanation of our general approach:

Participatory learning is characterized by:

• Heightened motivation and new forms of engagement through meaningful play and experimentation;
• Learning that feels relevant to students' identities and interests;
• Opportunities for creating using a variety media, tools and practices;
• Co-configured expertise where educators and students pool their skills and knowledge and share in the tasks of teaching and learning;
• An integrated system of learning where connections between home, school, community and world are enabled and encouraged.

While there is no one-to-one mapping between the 6 Ps of Play and these principles of participatory learning, I hope it is clear that these two frameworks have informed each other in significant ways. What we are describing as participatory learning can and often is linked to new media tools and platforms but it does not have to be. We stress the value of low-tech and no-tech versions of these processes, even if we also try to model ways that state-of-the-art tools can be integrated into this kind of learning environment. The principles of participatory learning emerge from our close examination of what I call participatory culture, a topic which surfaces often here on the blog.

Blake Anderson, a student in my New Media Literacies class made this video to explain the concept, which I had to share. This graduate student was motivated by a series of YouTube videos to make a puppet for the first time, as he sought ways to translate my conceptual model for a new audience. As you will see, the protagonist of the video is The Professor who bears an uncanny resemblance to the actual instructor of his class but was also a tribute to a childhood spent in the company of Muppets. This deflation of academic authority was received with great pleasure by all involved, especially by me.

What does participatory learning look like in practice? Well, one example might be the workshops in interactive design which I ran for many years at MIT in collaboration with the late Sande Scoredos from Sony Imageworks. We formed teams of students with many different educational backgrounds and interests. Each team was to chose an existing media property and began to develop a plan for how to expand it into interactive media -- most often, how to translate it into the vocabulary of contemporary video games. Students in this intensive class broke their time between hearing lectures on aspects of interactive design by faculty and industry people and working in teams, brainstorming, refining their ideas, and working towards a presentation. By the end of the week, the students "pitch" their game ideas to a panel of people from different parts of the entertainment industry, pretending to be a start up company trying to get a contract, and they got feedback on both their ideas and their presentation styles.

The result was always memorable -- a rich array of imaginative ideas which showed a deep understanding of the core concepts and information running through the class. Students listened with the idea that they would be applying what they learned in this creative and playful process. I plan to adapt this approach for the Transmedia Entertainment and Storytelling class I am offering through the Cinema School in the fall.

Participatory learning might also look like what we have been doing through an after school program which we launched at the Robert F. Kennedy Community Schools this semester, a program focused around themes of digital citizenship. The RFK schools (six altogether, each with different focuses and philosophies) launched this fall and they are still trying to work through their identity and norms as a community. We sought ways to get students focused on the process of defining who they were as a community through play and creative activities. Vanessa Vartabedian ran the program, with strong support from Erin Reilly and Laurel Felt, and in the end, it involved all of the current Project NML students and staff, as well as students from my New Media Literacies graduate seminar.

One activity had the students taking photographs of "invisible borders or boundaries" which shaped their social interactions, whether borders based on gender, class, or the line between student and teacher or the line between the different schools using the shared facility. This focus on norms of inclusion or exclusion was enhanced by the challenge of using photography, normally a medium for capturing the visible, as a means of representing things which are understood but often not explicit, often not seen or observed.

Another activity, developed by the Rossier Schools' Stefani Relles sought to get students to construct an anthem for their school, using very open ended modes of visual orchestration, and then, using simple instruments, trying to produce meaningful noise together. The goal was not only to get students to articulate what their schools meant to them but also to experience music-making as a creative process, one which was structured to free them from anxieties about performance.

Another activity, developed by Meryl Alper, got them to focus on the history of the school, which had, among other things, been the site of the Coconut Grove nightclub, which has been partially preserved as a drama facility, and was also the site of the Ambassador Hotel, where Robert F. Kennedy was assassinated. In fact, the media lab where the after school program meets is the kitchen where RFK died, something which students had not fully understood until Alper explained it. Alper shared with them a photograph of the Latino bus boy who prayed with and comforted RFK in his final moments, and asked them to think about their own place in the history of the school. Using an app which pastiched a range of different film stocks, she asked them to go out and stage images which conveyed something of the history of the school, and again, they were invited to creatively explore and document their physical surroundings. These are simply a few of the forms of participatory learning activities we've incorporated into our work at the RFK schools. Most of these activities are playful and creative, but they are not in and of themselves games.

So, let me close with the invitation to all of the educators who read (or hear) this talk: Shall we play?

Shall We Play? (Part One)

A few weeks ago, I delivered one of the two keynote addresses at the USC Teaching with Technologies conference. This year's theme was "The Connected Mind." I chose to spend my time talking about the value of play, a theme which has surfaced several times in my recent talks, so I wanted to share the core ideas from this presentation with you here. SHALL WE PLAY?

In many ways, I am speaking to you today under false pretenses. This talk is not primarily about teaching with technology. After spending two decades of my life at MIT, I have almost reflexively become that guy who challenges claims about technological determinism and who stresses the importance of the culture which informs the design and deployment of tools.

These themes are explored more fully in the white paper which I wrote for the MacArthur Foundation on Learning in a Participatory Culture. New media tools and platforms have affordances which support new kinds of learning, but those forms of learning are also very strongly informed by participatory practices, many of which have a history far older than the web. Today, in focusing on play, I am going to be drawing heavily on ideas that emerged prior to the introduction of digital games, but which continue to be relevant in rethinking our pedagogical practices. If we embrace the values of play, we may find ourselves toying with new technologies and insofar as these participatory practices are closely associated with some of the new platforms of the Web 2.0 era, we may also find that in working with these tools, we are drawn towards a reappraisal of the value of play in our teaching.

This is also not a talk about games-based learning. Through the work I did almost a decade ago at MIT with Kurt Squire, Philip Tan, Eric Klopfer, Alex Chisholm and others on the Games to Teach Project, I have been an early and frequent advocate of games-based learning. I both share James Paul Gee's belief that good game design is also good pedagogical design and have worked to model what games for education might look like. But in talking always about games, we may under-estimate the value of more open-ended forms of play and of play as a general disposition in the educational environment. These are the themes I want to explore more fully today.

This is also not a talk about gamification, a term which is being used far too often today, as if it could adequately sum up the larger movement towards games for change. To me, gamification as a concept grossly simplifies what research on games-based learning has shown us over the past decade or so. When the Games to Teach team worked with content experts, we sought ways to embed information from the curriculum, knowledge from the text book, into activities in the games. We asked each expert what knowing this allowed people to do and then we sought to capture those activities through the game design and mechanics so that they provided deep motivation for the learner to master these concepts.

At the heart of this model was intrinsic motivation. The power of games is in part that they provide such clarity in defining the roles and goals, that they helped us to know what to do and how to do it, and as such, they motivate deeper forms of learning. Gamification, at its worst, rejects a theory of intrinsic motivation in favor of one based on extrinsic motivation. That is to say, it attempts to motivate "proper" or "desired" behavoirs through attaching points to otherwise mundane and uninteresting activities. For example, Foursquare represents a gamification of consumer loyalty programs.

One might argue that this version of gamification does not in any significant way break with current educational practices which may be why it has been easier for schools to embrace than the more challenging kinds of learning games which were proposed in the past. Our students learn NOW in schools not because they value what they are learning but because they have been taught to value grades. And where their grades are not strong, they plead for extra credit points, which represents another way of adding points as rewards or incentives to behaviors valued by their teachers. I do believe we can learn much from games but I sure hope that what we take away from them goes deeper than most current models of gamification.

But, for the moment, I want to push games aside and talk about play. The distinction I am making here comes from an essay by the child psychologist Bruno Bettelheim. Here's what Bettelheim tells us:

'Generally speaking, play refers to the young child's activities characterized by freedom from all but personally imposed rules (which are changed at will), by free-wheeling fantasy involvement, and by the absence of any goals outside the activities itself...'

Bettelheim thus links play to freedom, experimentation, personal investment, and process, all values to which I will return later in this talk.

"Games, however, are usually competitive and are characterised by agreed-upon, often externally imposed, rules, by a requirement to use the implements of the activity in the manner for which they were intended and not as fancy suggests, and frequently by a goal or purpose outside the activity, such as winning the game."

We might think about the game, Candyland, as an ideal transitional device -- a game which teaches young players the basic mechanics of board games, one which often plays a key role in socializing us into the world of games. For Betteiheim, learning to play games represents an important step in the socialization process -- learning to accept outside and sometimes arbitrary constraints on one's behavior for the purposes of social reciprocity and delayed gratification.

"Children recognize early on that play is an opportunity for pure enjoyment, whereas games may involve considerable stress."

So, while learning to play games is a step forward, it also is accompanied by some kinds of losses -- in terms of personal expression and immediate pleasure. People cheat at games, for example, as a way of coping with the anxiety of competition in ways that they do not generally find it necessary to cheat at play. Indeed, it is not clear what cheating at play would look like given the lack of social constraint on individual expression it entails.

By that same token, institutions find it much easier to incorporate games, which preserves the notion of rule-driven activity, rather than play, which is often understood as a kind of anarchic freedom from any and all constraints. So, schools often treat most forms of play as minimally a distraction, more often a disruption, of school practices, hence the concept of "class clown" which runs through educational literature. In other cultures, the clown is an educator who invites us to re-examine existing hierarchies and structures, taking the world apart and putting it back together again, where-as the clown in our schooling is seen as an unwelcome rival for the classes attention, a challenge to discipline and a disturbance of learning.

In part, this is because our puritan culture maintains a world view in which play is the opposite of work. We have decided that schooling should be about work rather than play, and as such, we are driving down the creative impulses of our students. No wonder that many are seeing a crisis of creativity in contemporary America!

Interestingly, though, when we work with teachers in professional development programs focused on learning and teaching the new media literacies, they consistently gravitate to play out of the 12 social skills and cultural competencies we've identified through our work. Here's how our white paper defines play as a literacy: "the capacity to experiment with one's surroundings as a form of problem solving." Today, we are pushing beyond play as a skill to think about play as a disposition -- a way of seeing oneself and the world through new creative lens which depend on suspending real world consequences and encouraging a process of innovation and creativity.

Educators are sometimes drawn to play for the wrong reasons -- because they seek to entertain their students. I sometimes hear various lay theories of "stealth learning," the idea that we can smuggle in learning disguised as play into schools and students will have so much fun that they will overcome their resistance to the schooling process. In many ways, I see this as like that moment in Tom Sawyer where Twain's protagonist sells others in his cohort into helping him white wash the fence by convincing him that doing so is great fun. This is perhaps the same kind of trap that we fall into when we talk about gamification -- a confusion between intrinsic and extrinsic motivations. Play is not disguised learning; play IS learning.

Jean Piaget captures this sense of the value of play when he tells us that "play is the work of childhood." He rejects any simple opposition between play and work, suggesting that play is the most important work children perform, because it is through play they acquire basic knowledge and skills fundamental to their culture. A kitten plays at stalking. In a hunting society, children play with bows and arrows. And in an information society, people play with information and interfaces.

We can rehearse and acquire core skills and knowledge through play because play lowers the stakes of failure. One of the activities we've developed through Project NML for thinking about play is called "Fail and Fail Often," and it uses the casual game, Bloons, to get people to reflect on the strategies of experimentation and calibration they apply in solving problems in games. This is a totally addictive game in part because it is so simple and the way you move forward through the game is to try different strategies, most of which will not work. Through this process, we learn basic things about the physics of the game and how different materials respond to us. We can compare this with the role failure plays in schools: children are afraid to fail and teachers are afraid to tell their students that they are failing. As a result, students do not take risks which might push their performance forward and they do not get the feedback they might need to better calibrate their efforts.

Lately, as I've talked about the value of play for learning, I have started to identify a series of properties which help us to better understand the core principles of play. I call them the Six P's of Play (though this remains a work in progress and may end up with fewer or more Ps before all is said and done).

1. Permission. Before we can play, as adults, as students, we have to give ourselves permission to do so. This is of course different for many children who play often and only stop playing when they are prohibited from doing so. The concept of permission is closely linked to what game theorists call the "magic circle," that is, a mental bracket which we put around our activities which changes their affect, their meaning, and most of all, their consequences. Within that magic circle, we lower the consequences of risks; we agree to engage with each other with good humor; we try hard but do not take the outcome as seriously as we would if we performing the same activities outside of a play context. I love the example of the little girl who is sweeping the floor -- we would understand her activity differently if she were doing chores or playing house, even though the actions would be the same. In a school culture, where there is a long history of prohibiting play, we must work very hard to give signals when play is an acceptable mode of engaging with the activities and we have to build up trust with our students that we are not going to retrospectively count their play against them.

2. Process -- Play values process as much or more than product. Eric Zimmerman and Katie Salens make the point that the most efficient and effective way to play golf is to walk right up to the hole and plop the ball into it. But we would not see that as a very fun way of playing golf. Instead, we create as many obstacles as possible -- we use strange implements, we move far away from the hole, we create sand and water obstacles, we slope the landscape to give us less effective control over the outcome. In an education system now focused so heavily on how students perform on standardized testing, performance based on product completely displaces performance assessed based on process, yet play's value is focusing our attention on the experience itself, in the moment, in the process. It asks us to be aware of how we do things as much as on what we do. This is why play can be helpful in supporting the acquisition of basic skills which can be rehearsed and valued on their own without regard to the finished product.

3. Passion --The Gates Foundation has found that an increasing number of young people are dropping out of school not because they are incapable of performing what's expected of them but because they are bored. Work in the Digital Media and Learning Field tells us that we need to recognize the rewards of passion-based learning, of students pursuing those topics which they care about most deeply and using these interests to motivate and sustain other kinds of learning. Mary Louise Pratt has a great story she tells about her son's baseball card collection and how talking with him about it pushed him to learn more about history (as a backdrop to the key games in baseball history), geography (as a context for where the teams come from), architecture (as a way of discussing different stadiums), and math (as a way of playing around with batting averages.) This brings us back to Bettelheim's notion of play as open-ended, free-flowing, self-determined, and thus as something which is experienced as a site of freedom and passion.

4. Productivity -- Play is highly generative, despite or perhaps even because of its focus on process rather than product. I am very fond of the photographs which Martha Cooper took in the 1960s and 1970s of children's street play in New York City. These images show the imaginative ways that children transform their geographic environments through their play, claiming space even in relatively inhospitable environments where they are free to explore and interact; these images also show them taking up everyday materials around them as raw materials for their own play, transforming them from their mundane functions through a clever recognition of their underlying properties and affordances. And of course, they do the same thing with their bodies and with their social relations, performing new roles, trying out new structures, redefining old situations. This is the sense in which play can be linked to creativity. While in the spirit of play, old rules and structures are suspended, allowing us to look at the world in new ways, and allowing us to transform and transcend our environments.

5. Participation -- Play occurs in a social context which invites us to enter into the fun. We do sometimes watch others play, to be sure, and this represents what educational theorists call "legitimate peripheral participation." We watch with the anticipation of future participation. We watch to observe how others perform, to learn new skills, to appraise our own performance, or simply because we do not yet feel in the right spirit to play. But watching in this case is also a form of learning and is of a very different kind than watching which occurs when we know we will never be able to participate, when we feel that our participation is not welcome, when we anticipate not being able to do what's expected of us. As we sit in classrooms where no one offers up answers and no one is engaging with the learning process, we could learn a lot by going back to the ways that young people are introduced to a new kind of play and the ways that ideally they are encouraged to participate. (Of course, I don't want to romanticize this. As someone who often was not picked for teams in school, I know that the promise of participation can become cutting if we experience exclusion rather than engagement.)

6. Pleasure -- Pleasure is the byproduct of play. The search for pleasure is often what motivates play. This takes us back to Bettelheim's point about the stress around winning a game versus the relative freedom of participating through play. The game remains an operationalization of play, it represents a stress on the outcome that undercuts play's focus on process. And thus, a game may offer pleasure to some but with no guarantees and often a strong threat of displeasure if we lose the game. Thus, while it is very valuable to bring games into school, it is also important to provide contexts for more free and open-ended forms of play, which can offer pleasure to all who participate, rather than offering rewards to those who win.

(MORE TO COME)

Check Out Student Work from Annenberg Innovation Lab Conference

Last Friday, I had the pride and joy of participating in the first conference organized by the Annenberg Innovation Lab. The Lab is a new research initiative launched over the past year, with the goal of becoming an incubator for new media practices and platforms, a space where important conversations can occur between academics and industry leaders which may help shape the future of communications. The mastermind behind the project is Jonathan Taplin, a saavy industry veteran, who has tapped his considerable network to bring some major stakeholders to the table. He's been working with two amazing women -- Erin Reilly, who is also the Research Director for my own Project New Media Literacies, is the Creative Director and Anne Balsamo, a veteran of Xerox Parc, serves as The Director of Learning. I am proud to be working with the lab on several new initiatives which I will be talking about here more in the future, including a new platform to support our work in fostering New Media Literacies and a new eBook project which will expand the resources available to Comic Studies scholars.

They've pulled in many other key researchers from across USC, providing a context which supports the move from theory to applied practice. The real special sauce at the lab is going to be the ability to mix social and cultural insights with technological experimentation and innovation in a space where humanists and social scientists can work hand in hand with engineers and business people.

Between them, Taplin, Reilly, and Balsamo hit the deck running, pulling off the near impossible, in getting the center ready to share some research results only eight months after it was originally conceived.

The conference's highlights include a conversation between Balsamo and the two authors of the important new book, A New Culture of Learning, Doug Thomas and John Seely Brown; a presentation by the musician T. Bone Burnett showing how degraded the current state of sound is within the music industry and announcing a significant new research initiative to help repair the damage of the past decade of failed digital practices; a discussion of the value of play in fostering an innovative environment whether in schools or the workplace; and some great exchanges with key thinkers and doers within the computer and entertainment industries.

But, for me, by far, the highlight was seeing the work being done by USC students as part of what the Lab calls CRUNCH sessions. Altogether, more than 60 students from 8 different schools worked over the past two terms to develop prototypes, including demonstration videos, for new projects which covered a broad range of different models of media, from innovative approaches to eBooks to new game controllers, from civic media to new kinds of visualization tools. The most amazing thing was done by the student teams fueled entirely from their own passions: the Lab provided them with a space, with brainstorming and training sessions, and with technical consultants, but they were neither paid nor offered academic credit for the considerable labor they put into the process. Most of the teams were interdisciplinary, and one of the key values of the Lab was to help match up students from across the University to work together towards common goals.

I was pleased to see how many of the students involved were people I'd been seeing in my classes and it was great to witness what they could create when turned loose on their own projects outside any academic structures. It was especially pleased to see that these projects were informed by a deep understanding of the value of storytelling and entertainment and a grasp of the actual needs of communities of users who have been underserved by the first waves of digital development.

What follows here are the five winners of the CRUNCH competition, each representing a very different model of what media innovation might look like.

NimbleTrek \ Natalia Bogolasky and David Radcliff

WeLobby \ Leonard Hyman

WeLobby from Dave McDougall on Vimeo.

Combiform \ Andy Uehara and Edmond Yee an

New Quill \ Michael Morgan

Interactive Geosurface Map -- Lauren Fenton

And for good measure, here are three more projects which I thought were too cool not to include:

Love in the Time of Genocide \ Thenmozhi Soundararajan

The Mother Road eBook \ Erin Reilly

Reading the News on the Wall \ Jennifer Taylor

How Learners Can Be On Top of Their Game: An Interview with James Paul Gee (Part Four)

Despite your title, you spend less time here talking about "gender" than might be expected from other books which talk about women and gaming. What roles does gender play in your analysis? What claims are you making about the different kinds of experiences and identities female players construct around games?

For me, the book is not about gender. It is about women and girls who take gaming beyond gaming to become designers within well-designed passionate affinity spaces that change their lives and the lives of others. It about these women and girls because we believe that what they are doing, how they are doing it (e.g., combing technical modding with modding for emotional intelligence and social interactions), and what they are accomplishing is on the cutting edge of where all of us are going--male or female.

Women and girls are leading the way here as they are in many other areas of society. There has been lots about modding for games like Half-Life and its connections to technical skills--and indeed this is important. But much less has been written about modding the Sims to create challenges and game play that is simultaneously in the game world, in the real world, and in writing things like graphic novels.

Such modding is the force that sustains a passionate affinity space that builds artistic, technical, social, and emotional skills. We wrote the book because these woman and girls rock, not because they are women and girls.

Also I had a sin to expiate. I had left the Sims and women gamers pretty much out of my first book on games. Betty helped me see that The Sims is a real game and a very important one because it is a game that is meant to take people beyond gaming. She helped me see that how women play and design is not "mainstream" (see comments above) but cutting edge, the edge of the future. If it were leprechauns that were the cutting edge of the future I would have written about them.

In the case of The Sims, you have a designer -- Will Wright -- who has been outspoken in his desire to empower his users to construct community and build their own content around his games. How does this goal on the part of the designer impact the kinds of stories you can tell about these women's relations to this particular game?

See answer above. Will Wright is doing in an extreme way what lots of game designers want to do: empower people to think like designers, to organize themselves around the game to become learn new skills that extend beyond the game, and to express their own creativity. Many say the Sims is not a game--and I myself used to believe that. But as Derrida would remind us, what we find marginal is often actually central. Out book argues that games like the Sims--and gaming beyond gaming--will eventually be the new center of gaming or maybe something eventually all together different.

As you get into forms of cultural production such as fan fiction, I start to wonder why is it important for you that this a book about gaming rather than about the much wider array of forms of participatory culture that have emerged in a networked society.

It is important to me because I do not want to compete with you for the participatory culture space. Further, I want to stress production, though I know well you care about production as well. There are some--not you--who in education celebrate participation in a mindless way. They argue that just because people are participating they are learning. But people can participate in ways that allow themselves to be "colonized" by a group or to gain much less than others in the group or even to be used as an example that makes others look good. I think a demand that everyone learns to produce and design--to be a "priest"--can mitigate these dangers, though I am sure that dangers remain.

I know you have expressed in the past great skepticism that our current schooling system can adjust to the potentials of this more participatory culture. Without school involvement, how do we insure a more equitable access to the kinds of formative experiences you describe in the book? On the other hand, how does a school culture so focused on standardized processes and measurements maintain anywhere near the flexibility to respond to personal passions that you've identified in The Sims?

What I have called "situated embodied problem-focused well-designed and well-mentored learning" will either come to exist primarily for elites who will get it 24/7 on demand across many institutions and their homes or it will be given to everyone.

In the first case, the regular ("mainstream") public school system will continue to teach the basics accountably and will exist to produce service workers. In the second case, we will have to reinvent a public sphere and transform our view of society, civic participation, markets, and what constitutes justice, fairness, and a good life. We are headed the first way right now, but there is always hope for the future. Both you and I are trying to push the train to the second future and not the first, though, in the end, in the future the real actors and activists in this "game" will be younger (and often browner) than we are.

The current accountability regime MUST be removed. It is immoral, stupid, and counterproductive. We define accountability around teachers failing to teach children. This is like doing accountability for surgeons by waiting to see how many people they kill and then getting rid of them if they kill too many.

Far better to have accountability back when teachers and surgeons were trained, which means radical changes in Schools of Education and universities. Surely we should not wait to see how many patients they kill or kids they screw. Teachers are punished if a kid's test scores go down, but scores could go down for many reasons, not just what the teacher did in one year. This is like punishing a surgeon when a patient dies in back surgery because his wife poisoned him--and lots of things are poisoning our children, not, by any means, mostly teachers.

What we need accountability for is curriculum and pedagogies, not teachers per se (who should have been well trained and then held to high standards that most of them can and do meet, as in the case of surgeons). Today curricula and pedagogies are often politicized, seen as right wing or left wing. If we could agree on a common measure (say a NAEP test or some other test we can come to agree on), a measure that is given to a sample of students (not given to all), so that it cannot be taught to, then we can simply say which curricula and pedagogies correlate with strong or weak results on the common measure. This is what we do with drugs and surgical procedures.

In the end, though, we MUST change our assessment system or we will never have new learning, since assessment systems, in an accountability regime, drive what is taught and how it is taught. Today's games and other digital media allow for learning to be so well designed that finishing the "game" means you have learned and mastered what it being "taught". No one needs a Halo test after finishing Halo on hard and no one should need an algebra test after finishing an equally well-designed algebra curriculum.

Furthermore, games and digital media can collect, mine, and artfully represent copious moment-by-moment data on a great many variables. So we can, with such data, assess learning across time in terms of growth; we can discover different trajectories towards mastery and use this information to help learners try new styles; and we can compare and contrast learners with thousands of others on hundreds of variables tracked across time (as we already do with Halo for instance).

When the day comes where we can contrast such assessments (based on growth, trajectories, multiple variables represented in ways that inform and develop learners, and comparison among thousands of people sorted into a zillion different types for different purposes) with our now standard "test score"--one number taken on one day--the game will be over. The choice will then be stark. Either we will develop only some or we develop everyone. The bell curve will be gone. No one needs always to be "in the middle" ("mainstream"). Everyone can, in some places and at some times, be at the very top of their game.

James Paul Gee is the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. He is a member of the National Academy of Education. His book Sociolinguistics and Literacies (1990, Third Edition 2007) was one of the founding documents in the formation of the "New Literacy Studies", an interdisciplinary field devoted to studying language, learning, and literacy in an integrated way in the full range of their cognitive, social, and cultural contexts. His book An Introduction to Discourse Analysis (1999, Second Edition 2005, Third Edition 2011) brings together his work on a methodology for studying communication in its cultural settings, an approach that has been widely influential over the last two decades. His most recent books both deal with video games, language, and learning. What Video Games Have to Teach Us About Learning and Literacy (2003, Second Edition 2007) argues that good video games are designed to enhance learning through effective learning principles supported by research in the Learning Sciences. Situated Language and Learning (2004) places video games within an overall theory of learning and literacy and shows how they can help us in thinking about the reform of schools. His most recent books are Good Video Games and Good Learning: Collected Essays (2007); Woman as Gamers: The Sims and 21st Century Learning (2010) and Language and Learning in the Digital World (2011), both written with Elizabeth Hayes. Prof. Gee has published widely in journals in linguistics, psychology, the social sciences, and education.

How Learners Can Be On Top of Their Game: An Interview with James Paul Gee (Part Three)

The part of your arguments for affinity spaces which get the most push-back from my students are your claims that "a common passion-fueled endeavor -- not race, class, gender, or disability -- is primary." To many, these seems like a very utopian claim for these spaces, which you have been careful to describe as not "communities" in the way that term is most often used. Yet, surely, inequalities impact participants at all levels, from access to the technology to access to basic skills and experiences, to access to the social networks which support their learning. How can we address these very real inequalities while recognizing that there are indeed ways where class, race, and gender matter differently in the kinds of spaces you are describing?

The statement that passionate affinity spaces are focused on a shared passion (and shared endeavors and goals around that passion) and not race, class, and gender (while allowing people to use such differences strategically as their own choices) is not an empirical claim, it is a stipulation. Something is not a passionate affinity space if it does not meet this condition. So perhaps there are none. But, then, such spaces become a goal and an ideal and we can talk about how close or far away from that goal and ideal we are.

On the other hand, it does little good to follow the standard liberal line that race, class, and gender are always and everywhere one's determining identities. This, for example, locks an African-American child into always being "an African American". A white kid can be a "Pokémon fanatic" or an expert modder, but the African American kid is always "an African-American Pokémon fanatic" or an "African-American modder".

We are never, none of us, one thing all the time. Sure, the world continuously tries to impose rigid identities on all of us all the time. But it is our moral obligation--and one necessary for a healthy life--to resist this and to try to create spaces where identities based on shared passions or commitments can predominate.

In reality, the real identities that count in life most--that define us and make us who we are--are rarely named. They are identities like "a person who would never kill someone because they did not share his or her religion" or "a person who would rather love and be loved than be rich" and a great many more such as these. These sorts of identities constitute our most significant form of human sharing and bonding. And such identities are where the deepest divisions among people occur.

It may be here that I diverge from some others. I have repeatedly seen people who are pissed off because someone said they or their work were not "mainstream". If someone called my work "mainstream" or called me "mainstream" I would be insulted. If I discovered that my work or myself was "mainstream", I would retire or find something else to do. Note, by the way, that NO good academic wants to be mainstream. If something--say, what they teach in high school--is called "mainstream history", you can bet no good young historian wants to do it and you will find next to no one, old or young, in a good history department with such a sign on his or her door.

Chibi-Robo, Ico, Psychonauts, and Shadow of the Colossus are not mainstream games. They are however great games and their designers will be long remembered when many mainstream designers are long forgotten. Remember, too, that 19th century America had only two world-class poets (Emily Dickenson and Walt Whitman) and at the time neither was remotely close to mainstream. One never published and the other published his own book himself and reviewed it under various names. The monk Mendel wanted to be a high school biology teacher, but he failed his state teacher's test and was relegated to the monastery's garden. He was unknown in his time, entirely non-mainstream, and yet also the only man in his time who actually knew biology (including Darwin, who knew less than nothing about genetics), though no one knew that until much later.

Throughout the book, you celebrate "grit" as a key virtue of these new forms of cultural participation. How are you defining "grit"? Is this a skill that is valued as much in contemporary schooling?

"Grit"--originally used by Angela Duckworth in a somewhat different way--is passion plus persistence. Human expertise is a practice effect, it requires hours of effort, practice, and persistence past failure. This is unlikely to happen without passion. School has a very hard time producing grit because different people have different passions (and school is about everybody learning the same thing) and passions are something people choose (and school is often not about choice). Furthermore, interest is kindled into passion inside things like passionate affinity spaces and related sorts of social formations and these are hard to come by in schools.

In modern developed countries, only grit will lead to work or lives that are rewarding, given that most jobs will be service jobs. The passion one develops may well be in an out of work space and off market. But there has to be some space where a person has a sense of agency, intelligence, control, and creativity.

Some people have a good deal of grit at school because they believe that putting up with even badly designed schooling will lead to a good college and a successful career. It will lead to a good college, but no longer necessarily to a good career.

The world is full to bursting with educated and talented people, many of whom can compete for the same jobs across the world. Being just good at what others are also good at, in standard ways developed in standard sorts of education, will just put one in competition with millions of well-trained Chinese and Indians and many many others across the globe. In my own view, one needs to have a passion for something and master it in a creative way--it almost does not matter what it is. It could be, for instance, carving art out of avocado pits.

Whatever it is, avocado pits included, you will find via the Internet a critical number of people across the world with whom you can join with for social learning and among whom one can rise to status, respect, and a sense of real contribution and, in some cases, profit (there is not a lot of competition, at least yet, for the top places among avocado artists and, thus, a whole area is waiting to become "hot").

Many of the projects coming out of the MacArthur Digital Media and Learning Initiative embrace the importance of passion-driven or interest-driven networks. Yet, increasingly, we are being asked to think about young people who do not have or have not yet discovered driving passions of the kinds the book discusses. How do you respond to critics of "geeking out" as an educational ideal? What can we do for kids who "just don't care"?

A person who cannot find a passion is going to be in trouble in our modern world as far as I am concerned. Many people will gain status, respect, control, and creativity off market (since not everyone can gain these things on market for profit in a world where, in developed countries, only 1/5 of people will be well paid). But all people need to gain these things.

All our schools and institutions are set up very poorly to help kids find their passion. We want to teach "what every citizen should know" in things like science and math (and we succeed, all Americans pretty much know the same things about science, mathematics, and geography, which is nothing).

We think we can force people to learn things. We treat collaboration as cheating. We do not give kids the time--and places where the cost of failure is low--to try out a variety of interests and identities in an attempt to discover passion or passions. We do not let kids engage with professional-like tools and activities in areas like urban planning, game design, or journalism.

Rather, we define everything to be learned in terms of content names like "algebra" or "civics" even when this "content" might be best learned as a tool set for other activities like 3-D design. We let rich kids experience what passion and practice can bring one in the world and what the routes to success are, but we do not let poor kids have this knowledge. We treat certifications and degrees as more important that actual talent and achievements.

Now what about people who just "don't care"? Barring serious illness, there are none. Every baby is born as a passion-seeking being. That is why children acquire their native languages and master much of their cultures without formal schooling.

One day, when my son Sam was a mere toddler, I found some plastic figures at the grocery store. I had no idea what they were. I brought a couple home and gave them to Sam. They were Pokémon and they led to interest, passion, and practice that made him a passionate gamer. That passion for gaming led, in ways no one could have predicted, to his current passion for acting and theater, on the one hand, and for Africa, on the other (since Age of Mythology hooked him on mythology and then on cultures beyond his own).

School is defined around outcomes it knows in advance, but does not meet for many children. Real learning kindles passions that make new kinds of people--and people capable of making themselves over again when they need to--but does not know or predict the outcome and does not, by any means, insist on the same outcomes for everyone.

MORE TO COME

James Paul Gee is the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. He is a member of the National Academy of Education. His book Sociolinguistics and Literacies (1990, Third Edition 2007) was one of the founding documents in the formation of the "New Literacy Studies", an interdisciplinary field devoted to studying language, learning, and literacy in an integrated way in the full range of their cognitive, social, and cultural contexts. His book An Introduction to Discourse Analysis (1999, Second Edition 2005, Third Edition 2011) brings together his work on a methodology for studying communication in its cultural settings, an approach that has been widely influential over the last two decades. His most recent books both deal with video games, language, and learning. What Video Games Have to Teach Us About Learning and Literacy (2003, Second Edition 2007) argues that good video games are designed to enhance learning through effective learning principles supported by research in the Learning Sciences. Situated Language and Learning (2004) places video games within an overall theory of learning and literacy and shows how they can help us in thinking about the reform of schools. His most recent books are Good Video Games and Good Learning: Collected Essays (2007); Woman as Gamers: The Sims and 21st Century Learning (2010) and Language and Learning in the Digital World (2011), both written with Elizabeth Hayes. Prof. Gee has published widely in journals in linguistics, psychology, the social sciences, and education.

How Learners Can Be On Top of Their Game: An Interview with James Paul Gee (Part Two)

Your most recent book, Women and Gaming: The Sims and 21st Century Learning, moves us from a focus on the kinds of learning which occurs inside the game as we play towards the kinds of learning which takes place around the game as people build upon it through the mechanisms of what you would call affinity spaces or what I call Participatory Culture. You describe this as "gaming beyond gaming." What has motivated this shift of emphasis?

Women and Gaming is no longer our most recent book. Language and Learning in the Digital Age has just appeared (another book I did with Betty). My focus of late on passionate affinity spaces was caused by the influences of my son Sam (who claims correctly to have taught me everything I know about games), Betty's wonderful work on her tech-savvy girls clubs, and, of course, you.

The first thing I ever wrote on passionate affinity spaces was motivated by a request that I write a paper about my take on "communities of practice", a notion that has become very popular in a great many areas. In my view, this powerful notion has become attached to so many different things that it is in danger of losing any real meaning. When talking about such notions I think it is necessary to name what you mean very specifically and name it in such a way that it clearly indicates what you value. This is what you have done with "participatory culture" and what I did with passionate affinity spaces.

So why did I choose that term? First I wanted to argue that "interest" gets someone in the door but not out the door to any deep place unless it leads to lots and lots of practice and persistence past failure. To get such practice and persistence past failure an interest has to be kindled into a passion and an affinity space needs to be organized to help people to do this.

I use "space" rather than "community" because the word "community" carries a rather romantic connotation which it should not have. I also use the word "space" because the notion of "membership" is very complex in modern Internet spaces. People are "in" the space even if they are just lurking, but what makes them "members" is a much harder and, in some cases (though not all), a more flexible and fungible notion.

Passionate affinity spaces tend to follow the Pareto Principle (20% of the people produce 80% of the outcomes, 80% produce 20% of the outcomes), while school classrooms tend to follow (enforced) bell curves. I want to stress not just multiple forms and routes to participation, leadership, and mentorship in passionate affinity spaces, but also the opportunity for all people in the space to become producers, designers, and creators, as well as mentors to others.

All passionate affinity spaces are organized first and foremost around a specific passion that is not necessarily shared by everyone (some only have an interest), but is the "attractor" in the space around which norms, values, and behaviors are set. The book Women and Gaming is about different forms passionate affinity spaces can take and some forms we applaud. The form we applaud most is not age-graded (young and old are together); allows newbies and experts to be together; and engages in supportive interactions because people in the space accept a theory of learning that says that expertise is not in a person but in the affinity space and that no matter how good you are there is always something more to learn and someone else from whom to get help and mentoring.

Tell us more about the Tech Savvy Girls Clubs. What were the goals behind this initiative? How did these experiences inform Women and Gaming?

The following is from Elizabeth Hayes:

TSG grew out of my interest in differences among how girls and boys engage with gaming more broadly. Not only do girls and boys tend to play different sorts of games, they also do different things with games. In particular, boys are much more likely to mod games, to create content for games, and otherwise to engage with games and other gamers in ways that support their development of technical skills and identities as content creators. The Sims is one of few games in which girls and women actually predominate as content creators and modders.

I wanted to give girls who otherwise would not participate in such practices greater access, social support and encouragement to participate. We started TSG, though, with a pretty limited understanding of the learning that takes place through fan communities, or affinity spaces. We initially saw fan sites as sources of information (i.e., tutorials, examples of content) rather than as spaces where the girls could develop identities, interact with other players, and be mentored (as well as mentor others).

A crucial turning point in our perspective was conducting interviews with adult women content creators, described in Chapter 5 of the book. These women kept pointing back to the Sims player community as crucial to their interest in content creation and modding, as well as to their mastery of technical skills. Talking to these women made me realize that I had started TSG with a deficit perspective towards women's gaming practices. That is, I'd assumed that we needed to help girls engage in modding practices similar to what boys are doing, rather than starting with an appreciation for what women were already doing.

This change in perspective led us to further investigations of the fan practices already taking place around The Sims, and this research became a very important component of our work. One of my research assistants is just completing her dissertation on The Sims Writers' Hangout, a site where players post and discuss Sims stories, a form of multimodal storytelling that requires composing images in the game and combining them with often lengthy narrative texts. Another student is investigating the learning of specialist language that takes place in Mod The Sims, another fan site devoted to game modding.

This is why discussion of the social spaces around The Sims is so central to Women and Gaming. We wanted to help others see that what women are doing with games is already exciting and important, and also to shift the lens a bit, in order to encourage people to look at male-dominated game spaces in new ways.

A key theme running through the book is the importance of becoming a designer rather than simply being a player of games. What accounts for the growing emphasis on design literacies in the 21st century?

I think that the importance of design, design thinking, and design literacies today follows from the shape of the world. We live amidst complex systems of all sorts, systems which are risky and dangerous and which interact with each other to create yet more risk. Furthermore, such systems are rarely now just "natural" or just "human made".

I live in Sedona, Arizona. Sedona is a dessert. Like desserts from time immemorial, Sedona is cold at night even if it is hot in the day time. This is not so for Phoenix, which is also a dessert. It is hot at night when it is hot in the day time. This is so because of a heat-island effect. The massive amounts of concrete in Phoenix absorb the heat all day and radiate it out all night. So the temperature in Phoenix is a joint venture of "Mother Nature" and humans.

Solutions to problems involving complex systems demand multiple sorts of pooled expertise, including even the wisdom of crowds. Single minded, single focused experts are dangerous, since they undervalue what they do not know and their actions can and do create massive unintended consequences when they intervene in complex systems (as we found out in the 2008 worldwide recession and as Alan Greenspan pretty much admitted in front of Congress).

So people--citizens--need to learn to think of systems as designed or as things that act like they are designed. They need to know how themselves to produce designs as "models" to think with (and model-based thinking is the core of science).

The United States today is politically polarized and comes at all problems as if they are political or ideological, when in fact most of our problems are complex, the solutions to them are going to be compromises with tradeoffs, and we need to continuously question our expertise, values, and goals. We are so polarized today that a core goal of schooling, in my view, ought to be teaching kids to see arguments as designed and as inherently connected to evidence and perspectives and not just ideology, self-interest, and desire.

Of course, the focus on design has also come about because so many digital tools--and other tech tools--developed by and for professionals can be used today by "everyday people" to design, build, and create for themselves. There has always been the danger with any technology--most certainly including books--that people will get divided into two classes: "priests" who are experts and know the deep secrets inside the technology (or make them up) and the "laity" who consume the technology, but do not understand it enough to transform it. The potential of much digital learning today--as well as many passionate affinity spaces--is to allow more and more people to be priests. But this sort of potential has always in human history been opposed and resisted by elites, who ever seek to constrain and tame it.

James Paul Gee is the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. He is a member of the National Academy of Education. His book Sociolinguistics and Literacies (1990, Third Edition 2007) was one of the founding documents in the formation of the "New Literacy Studies", an interdisciplinary field devoted to studying language, learning, and literacy in an integrated way in the full range of their cognitive, social, and cultural contexts. His book An Introduction to Discourse Analysis (1999, Second Edition 2005, Third Edition 2011) brings together his work on a methodology for studying communication in its cultural settings, an approach that has been widely influential over the last two decades. His most recent books both deal with video games, language, and learning. What Video Games Have to Teach Us About Learning and Literacy (2003, Second Edition 2007) argues that good video games are designed to enhance learning through effective learning principles supported by research in the Learning Sciences. Situated Language and Learning (2004) places video games within an overall theory of learning and literacy and shows how they can help us in thinking about the reform of schools. His most recent books are Good Video Games and Good Learning: Collected Essays (2007); Woman as Gamers: The Sims and 21st Century Learning (2010) and Language and Learning in the Digital World (2011), both written with Elizabeth Hayes. Prof. Gee has published widely in journals in linguistics, psychology, the social sciences, and education.

How Learners Can Be On Top of Their Game: An Interview with James Paul Gee (Part One)

James Paul Gee from New Learning Institute on Vimeo.

On April 4, I will be respondent for the Pullias Lecture, being hosted by the Rossier School of Education here at the University of Southern California. The primary speaker is James Paul Gee, who is going to address "Games, Learning, and the Looming Crisis of Higher Education." For those in the Los Angeles area, the talk is being held in the Davidson Conference Center at USC, 4-6 PM.

I was delighted to be asked to participate in this exchange, both because I was recently given an honorary appointment in the Rossier School and because I have such affection and respect for Gee. We've known each other for the better part of a decade now. We've appeared together many times, often in informal conversational settings, I like to call "The Jim and Henry Show," where we talk about our shared interests in participatory culture, games and learning, and the new media literacies. Gee has been one of the key thinkers about the kinds of new pedogogical models represented by computer and video games, seeing them as illustrating alternative forms of learning to those represented by our current schooling practices. Gee has been one of the core contributors to the MacArthur Digital Media and Learning initiative, helping to inspire a whole new generation of educational researchers, who are doing serious work not only on games but also modding, machinema, fan fiction, virtual worlds, and a range of other new media platforms and practices.

This semester, I have ended up teaching Gee's recent book, Women and Gaming: The Sims and 21st Century Learning, in my New Media Literacies class. I was delighted when I first saw the book to see Gee expand upon his thinking about "affinity spaces" to think more deeply about what he and his co-author Elizabeth Hayes call "gaming beyond gaming." The term refers to the broad range of productive and social practices which have grown up around games, practices which strongly parallel what I've found in my own research on fan cultures. The book's focus on The Sims signals the importance of this game both as a breakthrough title which expanded female interest in the medium and as a model for all subsequent games which have encouraged players to build and share content with each other. Gee and Hayes are interested in the ways this game has become the jumping off place for lifelong learning processes for a range of women, young and old. It is a delightful mixture of compelling storytelling and thoughtful analysis, one which can easily be assigned to undergraduate students but which is profound enough to capture the imagination of advanced students and researchers.

As I was anticipating our mutual participation in the Pullias Lecture event, it occurred to me that I had never interviewed Gee for my blog, despite all of our other interactions through the years. What follows includes his reflections on the current state of games-based learning research, the state of American education, and the value of participatory culture. Gee was generous with his thoughts and so I am going to be running this meaty exchange over three installments this week.

We've both been involved in thinking about games and learning for the better part of a decade. What do you see as the most significant breakthroughs which have occurred over this time?

The breakthroughs have been slower in coming than I had hoped. Like many new ideas, the idea of games for learning (better, "games as learning") has been often co-opted by entrenched paradigms and interests, rather than truly transforming them. We see now a great many skill-and-drill games, games that do in a more entertaining fashion what we already do in school. We see games being recruited in workplaces--and lots of other instances of "gamification"--simply to make the current structures of exploitation and traditional relationships of power more palatable. We will see the data mining capacities of games and digital media in general recruited for supervision, rather than development. The purpose of games as learning (and other game-like forms of learning) should be to make every learner a proactive, collaborative, reflective, critical, creative and innovative problem solver; a producer with technology and not just a consumer; and a fully engaged participant and not just a spectator in civic life and the public sphere.

In general there are two "great divides" in the games and learning arena. The two divides are based on the learning theories underlying proposals about games for learning. The first divide is this: On the one hand, there are games based on a "break everything into bits and practice each bit in its proper sequence" theory of learning, a theory long popular in instructional technology. Let's call this the "drill and practice theory". On the other hand, there are games based on a "practice the bits inside larger and motivating goal-based activities of which they are integral parts" theory. Let's call this the "problem-and-goals-centered theory". I espouse one version of this theory, but, unfortunately, there are two versions of it. And this is the second divide: On the one hand, there is a "mindless progressive theory" that says just turn learners loose to immerse themselves in rich activities under the steam of their own goals. This version of progressivism (and progressivism in Dewey's hands was not "mindless") has been around a great many years and is popular among "mindless" educational liberals. On the other hand, the other version of the "problem-and-goals-centered theory" claims that deep learning is achieved when learners are focused on well designed, well ordered, and well mentored problem solving with shared goals, that is, goals shared with mentors and a learning community.

Like so many other areas of our lives today, the conservative version (drill and practice) and the liberal version (mindless progressivism) are both wrong. The real solution does not lie in the middle, but outside the space carved up by political debates.

What do you think remain the biggest misunderstandings or disagreements in this space?

Much of what I discussed above is really not about misunderstandings, but about disagreements and different beliefs and value systems, or, in some cases, different political, economic, or cultural vested interests. The biggest misunderstanding in the case of my own work has been people saying that my work espouses games for learning. It does not and never has. It espouses "situated embodied learning", that is learning by participation in well designed and well mentored experiences with clear goals; lots of formative feedback; performance before competence; language and texts "just in time" and "on demand"; and lots of talk and interaction around strategies, critique, planning, and production within a "passionate affinity space" (a type of interest-driven group) built to sustain and extend the game or other curriculum. Games are one good way to do this. There are many others.

The biggest misunderstanding in general is that technologies (like games, television, movies, and books) are good or bad. They are neither. They are good, bad, or indifferent based on how they are used in the contexts in which they are used. By themselves they are inert, though they do have certain affordances. Games for learning work pretty much the same way as books for learning. Kids learn with books or games (or television or computers or movies or pencils) when they are engaged in well designed and good interactions with adults and more advanced peers, interactions that lead to problem solving, meta-critical reflection, and connections to the world and other texts and tools. They learn much less in other circumstances. But we must humbly admit that humans have never yet found a technology more powerful than print. The number of people who have killed others or aided them in the name of a book (the Bible, the Koran, the Turner Diaries, Silent Spring) is vastly larger than those who have killed or helped in the name of a game, movie, or television show. Of course, this may change, but it does little good, in the interim, to pretend books are benign, but games are inherently perilous.

From the start, you were less interested in designing games for teaching than in using principles of game design that are grounded in educational research to reimagine the pedagogical process? To what degree do you think recent projects such as Quest to Learn have embodied those insights?

I see game design and learning design (what a good professional teacher does) as inherently similar activities. The principles of "good games" and of "good learning" are the same, by and large. This is so, of course, because games are just well designed problem-solving spaces with feedback and clear outcomes and that is the most essential thing for real, deep, and consequential learning. These principles include (among others): making clear what identity the learning requires; making clear why anyone would want to do such learning; making clear how the learning will function to lead to problem solving and mastery; making the standards of achievement high and clear, but reachable with persistence; early successes; a low cost of failure that encourages exploration, risk taking, and trying out new styles; lots of practice of basic skills inside larger goal-based and motivating activities; creating and then challenging routine mastery at different levels to move learners upwards; using information and texts "just in time" and "on demand"; performance before competence (doing as a way of learning and being); getting learners to think like designers and to be able themselves to design; encouraging collaboration and affiliation with what is being learned as part of an identity and passion one shares with others; good mentoring by other people, as well as smart tools and technologies.

These principles can be realized in many ways, not one. Chibi-Robo, Yu-Gi-Oh, and Quest to Learn all realize them, though Quest to Learn faces the vast stupidity of our current accountability regime and Chibi-Robo and Yu-Gi-Oh do not.

James Paul Gee is the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. He is a member of the National Academy of Education. His book Sociolinguistics and Literacies (1990, Third Edition 2007) was one of the founding documents in the formation of the "New Literacy Studies", an interdisciplinary field devoted to studying language, learning, and literacy in an integrated way in the full range of their cognitive, social, and cultural contexts. His book An Introduction to Discourse Analysis (1999, Second Edition 2005, Third Edition 2011) brings together his work on a methodology for studying communication in its cultural settings, an approach that has been widely influential over the last two decades. His most recent books both deal with video games, language, and learning. What Video Games Have to Teach Us About Learning and Literacy (2003, Second Edition 2007) argues that good video games are designed to enhance learning through effective learning principles supported by research in the Learning Sciences. Situated Language and Learning (2004) places video games within an overall theory of learning and literacy and shows how they can help us in thinking about the reform of schools. His most recent books are Good Video Games and Good Learning: Collected Essays (2007); Woman as Gamers: The Sims and 21st Century Learning (2010) and Language and Learning in the Digital World (2011), both written with Elizabeth Hayes. Prof. Gee has published widely in journals in linguistics, psychology, the social sciences, and education.

Akoha-- A Direct Action Game?

For those of you interested in the work I've been discussing over the past week or so on civics and participatory culture, let me strongly recommend checking out the blog which is being run by the graduate students associated with our CivicPaths research group. Recent discussions there have included considerations of zombies as potential political metaphors, reflections on the nature of "engaged scholarship," thoughts on what we can learn from the Tea Party movement, and information about playful forms of civic education around economic literacy. Each of these pieces reflects the work of a particular PhD candidate, mostly from the Annenberg School for Communication and Journalism, though some come from the School of Cinematic Arts or elsewhere at USC. The students post about once a week and are doing a good job of reflecting the kinds of conversations we are having with guest speakers, interview subjects, and amongst ourselves as we try to make sense of the intersection of youth, new media, and political participation.

Today, I am re-posting one of the recent blog entries -- some thoughts about how serious gaming might foster greater civic participation by Benjamin Stokes. Stokes has been deeply committed to the concept of games for change for over a decade, first as part of the leadership of the organization with the same name, then as a foundation officer at MacArthur working with Connie Yowell on the Digital Media and Learning Initiative, and now as a PhD candidate at USC. I have been lucky to have chances to work with him in each of these contexts. He's deeply earnest and serious-minded about how the world of play might influence our civic and social lives. He models what I admire most about my new USC cohort -- the ability to merge theoretical rigor with practices designed to have an impact in the world beyond the academy.

Akoha - a Direct Action Game?

by Benjamin Stokes

How can we make everyday civic participation more compelling? There is a new kind of game on the horizon, one that experiments with real-world action. I call these "direct action games," because they restructure acts like volunteering, activist training, and charitable giving. One prototype is Akoha, which started as a card game, then reinvented itself online, and last year launched a mobile app -- largely off the radar of traditional civics organizations.

At first glance, Akoha looks like a media hub for some do-it-yourself Boy Scouts. Their website reveals thousands of participants, many reporting success with real-world "missions," from going vegetarian for a day, to debating the "I Have a Dream" speech. The actual missions often take place offline, but are only rewarded if documented with photos and stories posted online or via iPhone.

I think Akoha deserves real attention as a working example -- despite some prominent flaws. We desperately need concrete projects if we want to actually rethink civic life. The use of games to help "fix reality" has been a hot topic these past few weeks, thanks to the great traction of Jane McGonigal's new book. Yet the missions of Akoha are more straightforward than most of Jane's "alternate reality games," which tend to have futuristic narratives, puppet masters behind the scenes, and a preference for crowd-sourcing. Thus I propose we look to Akoha and its more raw building blocks to think about direct action games.

Participants in Akoha are mostly adults, but the ages vary widely. The experience is deeply social, as friends create missions for each other, and share their stories. More formal recognition for participation comes as players earn badge-like awards -- such as "multi-talented" for those who complete one mission in every possible category.

Most of Akoha does not look or sound civic. Only one of the mission categories explicitly addresses "social causes." The other nine concern self-actualization in various forms, from "health and well-being" to family time, engaging with popular culture, and the discovery of travel. Is this breadth an upside or downside? That depends on your civic goals, which might include:

1. Fostering citizen journalism, as participants report on civic themes in their communities

2. Informal civic learning, as participants reflect on their civic experiences in new ways through stories and pictures

3. Building social capital, as participants create new ties across traditional social groups

These civic goals may be structurally possible with Akoha, but they are rhetorically hidden. Even as Akoha's missions bring people into the real world, they avoid the "we are purely civic" framing that occurs on many activist and volunteering websites. For the Akoha community, it's OK to admit that you are mainly there to have fun, or are trying to improve yourself (and not simply sacrificing for others). Consider this screenshot from the social cause mission "I Am Not an Island":

Participation begins with the usual click of a button, yet the specific language of "Play Now" differs sharply from the tool focus of civic action websites (e.g., "Take Action Now;" or "Sign the Petition"). But what exactly does it mean to 'play' Akoha? Is it a game?

Certainly Akoha is recreational, and like all games, there are rules. In particular, participants must describe what they did to complete a mission, and thus must certify that they have met the terms set forth by the original mission author. Points and profiles track progress across the Akoha system. All players' profiles feature their picture, personal statement, and a quantitative scoreboard -- including their "player level," number of missions completed, and awards. For a sense of what this looks like, here is one particularly high-achieving player, chosen from among the more than 10,000-plus who have registered:

This public profile has evolved much as the community has coalesced. Just a few months prior, the player described himself in much more formal terms, emphasizing his offline profession -- a "freelance Air conditioning and Refrigeration engineer by qualification and profession," his belief in God, and how he found the site via Reader's Digest. Now, in this recent screenshot, the player has removed his backstory, and describes instead how his Akoha playing strategy is driven by his personality. His refined self-presentation aligns with the pragmatics of the Akoha community, which focuses on choosing missions and writing stories -- both depending more on personality than professional accomplishments outside the community.

Akoha is a designed system, and so I recently interviewed Alex Eberts, co-founder of Akoha and an influential force behind its design. He spoke of his desire to find "psychological drivers that are common to the real-world, and to game play." His designs were informed by self-determination theory, which Eberts first came across in a session at the Game Developers Conference. (Academics, pay heed - these are not the usual dissemination channels for civic theory.)

Self-determination theory describes how human motivation is driven by basic human needs, including competence, autonomy, and relatedness. Altruism is not on the list of needs, just as it is not central to Akoha's rhetoric. Pushing beyond traditional altruism in civic life is a theme that cuts across many of the projects we are tracking in Henry Jenkins' Civic Paths research group -- from the pop pleasure of Harry Potter, to the joy of diamonds as a precursor to political talk. Repositioning altruism is a battle, with fault lines between traditional civic organizations that have failed to engage youth, and new civic organizations that have failed to connect to politics. (See, for example, Bennett's content analysis (pdf) of youth civic websites.)

Connecting games with the real-world necessitates a basic immediacy. This immediacy also distinguishes Akoha from most civic games, which focus on education for future civic life or future civic action. Here, the action and education are both in the present tense, which increases authenticity and the satisfaction of impact. The iPhone app for Akoha, released this past summer, underscores their immediacy -- here is a set of screen shots they provide:

Using the mobile interface, Akoha missions can be documented on a bus in real-time, or browsed from a neighborhood park. Their mobile tech is fairly basic, consisting mainly of reskinning their existing website, with little use of GPS or other mobile sensor data. As a result, Akoha's mobile interface is only minimally aware of the user's location.

Place matters, especially in civics. (The neighborhood of our birth strongly predetermines a host of life opportunities, from income to education and governance.) This is an area for Akoha to grow. By improving their mobile support for place, its implications for civic activity would be more immediate and profound. In particular, Akoha might offer support for filtering missions for one's own neighborhood, or connecting with players who are geographically nearby for joint missions, or simply allowing missions to release new clues when players arrive at specific locations.

Games are still discussed as individual indulgences. Yet increasingly, games are recognized as social forces. This is especially true for Akoha, where the social construction of value emerges over time, as a participant's "friends" share stories about their missions and accomplishments. Different communities are likely to form over time. It is not yet clear whether Akoha is dominated by preexisting networks of offline friends, or by more interest-driven networks of people who gather around a shared passion. (This difference matters - see the ethnography of Ito et al.) Yet if Akoha can introduce strangers based on activity interests, the platform might transcend the left/right regression of civic talk that is so feared online by Sunstein.

Reimagining place is important civic work, just like the reimagining of societal values, tax policy, and even collective heroes. The value of games is to restructure this civic work around different rules - intrinsic motivations of the game, aligned with the desires of everyday people. Sometimes people want an excuse to be more civic. In my interview with Eberts, he confessed that one of the big surprises for his team was how much everyday people wanted Akoha to be even more civic. He hinted that future Akoha versions might well expand toward the civic.

Even as mobile has reshaped the everyday experiences of place and time, so too we may see game-like activities begin to restructure the experience of public participation. Yet Akoha remains an "edge phenomenon" to both the civic and gaming communities. In the first case, nonprofits are still trying to understand games for training, let alone for direct action; in the second, the independent gaming community is struggling to understand games for art, let alone games that improve the real world. Akoha is likely to be seen as a risky investment for funders in either community. Thus the evolving Akoha business model may be as crucial as its innovations in civic participation. For example, Eberts hints that corporate engagement may be an area of growth for such games.

Beyond Akoha, it might be useful to define a framework for direct action games. In a panel I organized last year at the Games for Change Festival, we explored the concept, and its historic manifestations; fellow panelists were game designer Tracy Fullerton and activist/scholar Stephen Duncombe (see embed below for video of the panel).

As we seek to define new templates for civic games, cases like Akoha help us prioritize research questions, including:

1. Can direct action games help us re-imagine civic activity under a different set of rules, solution frames, and feedback loops for engagement? (McGonigal's aforementioned book nicely explores several of these philosophical questions.)

2. If only a portion of the activity is strictly civic, how do we compare to more traditional and pure civic engagement?

3. When is it appropriate to teach citizens how to "game the system" of democracy, to "win" in Akoha, or to rewrite the rules of local politics?

These issues will only become more important in coming months, as civic action goes digital and game culture grows. By examining cases like Akoha, we can develop frameworks for "direct action games" that better structure our civic designs.

Media-Making Madness: #Arab Revolutions from the Perspective of Egyptian-American VJ Um Amel (Part One)

Like many of the rest of you, I've followed with intense interest the developments over the past few weeks in North Africa and the Arab world, grabbing at anything which might help me better understand the perspectives of those involved in the various revolutions, protests, and uprisings, and in particular, to make sense of the back and forth debates about the role which new media may have played in what has been occurring. Talking to friends who know the region well, it is clear that more turmoil and transformation is on the horizon, and we will be sorting out what happened and why for many years to come. In this process, I've reconnected with Laila Shereen Sakr, akn as VJ Um Amel, an Egyptian-American artist, activist, and critic, currently a graduate student in the iMAP program at University of Southern California, and a student in my Medium Specificity class last term. Sakr has long been interested in developing tools which would allow her to better map the use of social media in the Arab world and has remained very interested in debates about the role of Twitter in social change movements impacting her region. Over the past few weeks, she's been working hard trying to map what's happening in Cairo and trying to share what she's learned through her video productions.

Late last week, I asked if she would write up a report on this work to share with the readers of this blog, and she turned this around in record time. I hope you will find the work she is doing as interesting as I do.

At her request, I am running both part one and part two of this post today given the timely nature of the content. You can either read them together or bookmark part two and return later. I will accordingly not be running a post mid-week but will be back with a new post come Friday.

Media-Making Madness: #Arab Revolutions from the Perspective of Egyptian-American VJ Um Amel

by Laila Shereen Sakr

I have not yet been able to digest the magnitude of what has happened in Tunisia, Egypt, and is happening now Iran, Syria, Yemen, and other Arab countries. As an Egyptian-American VJ and media artist whose work concerns the Arab world, the revolutions of 2011 have deeply impacted me professionally, artistically, and personally. There is something extremely poignant for Egyptians living outside of Egypt at this exact moment in history. Most of us who emigrated from Egypt often did so for the same reasons that incited millions to rise and cause revolutions. Perhaps there is lingering guilt that stays with the emigrant for not having stuck it out--on top of repercussions of Diaspora accumulated over decades. Still, there is no doubt that all Arabs living in and outside of the region have been extremely inspired and mobilized by the collective power of the people in the region. I keep hearing, repeatedly: the time is now.

The last couple weeks indeed have been a whirlwind. The Egyptian Revolution of 2011 happened in 18 days, while the world participated in this epic media making madness.

Since January 2011, I have entered into communication with tens of thousands of people through a weird concoction of videos online, Twitter, Facebook, satellite TV, online journals, and data visualizations. I think it is significant to consider the relations among media, and I am in agreement with you, Professor Jenkins: The reality is that we have truly passed beyond the point of media convergence. Contemporary cultures--influenced by global trends and transnationalism--have become a fully designed and mediated phenomenon. From the built spaces we inhabit, to the paths of circulation we travel through--a set of expressive practices, professional skills, and making protocols--plays a critical role in the production of global culture. During the Egyptian and Tunisian revolutions, I believe that all media makers became like co-designers of the transformative, speedy, historic event(s) in the region--from the 800,000 posts on #Jan25 in Twitter, to the role of Facebook, YouTube, Al Jazeera, Democracy Now, to White House and Egyptian State Television broadcasting. Just as large numbers of Egyptian were flooding the streets of Egyptian cities throughout the country, pedabytes of data were mediated through various networks.

And so when it all began in last month, my first reaction was to start to archive and aggregate this exponentially growing corpus of data into our prototype. I started by adding #Tunisia then #Jan25 to the existing R-Shief's Twitter Analytics. Despite what some scholars and journalists might have said before, Twitter (and other social networking sites) had undoubtedly been causal in recent events in the Middle East. Since August 2010, R-Shief has been data mining (pulling from Twitter and storing onto our own server every 15 minutes) tweets by selected hashtags. (A hashtag is Twitter nomenclature for 'subject heading'). After storing the tweets by hashtag, we chose to use language field by which to sort the data because language is able to offer culturally specific indicators of the Middle East beyond its current geopolitical place in the world.

Effectively, R-Shief continues to make accessible all tweets following hashtags: #Wikileaks, #Tunisia, #Jan25, #KhaledSaid, #Abdulemam, #Gaza, and #Flotilla going as far back as September 2010. This simple, craigslist-like interface is meant to encourage users to filter searches through these hashtags by language and/or range of dates--while providing interesting word clouds and parsing out top contributors and hyperlinks within tweets.

VIDEO URL

Over the following days, I crafted a VJ remix in support of my fellow Egyptians, "#Jan25, Oum Kalthoum, Sadat, Latuff, #Video Remix," which I published on both Vimeo and YouTube on Monday, Jan 31, 2011, one week into the protest in Egypt. The entire country of Egypt was taken offline, which had repercussions beyond Twitter--ATM's were down, banks were closed; the Egyptian economy came to a "sudden stop." And so along with that there came a sudden urgency to spread the word. Secondly, I wanted to illustrate the irony of the recursive nature of history itself, incredible in the face of human integrity. It was ironic to me that the very same army which was responsible for the coup d'etat of 1952 that led to the expulsion of King Farouk was now being usurped by the people in the name of peace, solidarity, and unity. Whereas the previous generation was led by individual icons like Gamal Abdel Nassar, Anwar Sadat, Oum Kalthoum, images used to represent today's iconic power reflected the scale of the protests, the eagle multiplied into a flock of birds, The images that took the breath of the world revealed numbers and numbers of people--the beauty was in its plurality and diversity. Published only a week into the revolution for the Egyptian people, this video remixed significant milestones of that week with historical references, YouTube videos that rocked the world, a visualization of live Twitter posts of #Jan25, original music, and illustrations by revolutionary cartoonist, Carlos Latuff. The animations I made in After Effects and the recording of the Twitter visualization built in Quartz composer were added into Final Cut Pro for final editing. If I had enough time, I would have added translated too.

VIDEO URL

Using spatially designed information visualizations along with other representations, these remixes by VJ Um Amel demonstrate live media mixing as a research methodology whereby one can capture temporally specific conjunctures such that others can witness them.

This next remix was a total inspiration--immersed in all the media coming from Tahrir square I began noticing patterns emerging. One thing that struck me was how instrumental were the Arab women and youth in this movement. Even though all generations, professions, classes, faiths came out to protest in unity, there were several key voices that swept through social media, new media, and even satellite media like hot fire--and they were that of women, young women. There were several photo albums specifically of Egyptian women protesting that got reposted around social media sites. And when I saw the video of the young girl leading the chants and waving the Egyptian flag, I realized I had to do another remix that captured the contributions women and youth were making to the revolution. The final motivation to do this piece came when DJ Lucxke pinged me on Facebook with a link to the dubstep and bass song he had just composed. Using this style of music allowed me to bring out the techno-feminist cyborg in VJ Um Amel.

"Women & Youth of the Arab Revolutions (Suheir Hammad, Carlos Latuff, Dubstep Remix)" is done entirely differently than the previous one (published on YouTube on Feb 8, 2011). This video is a recording of a live VJ session where I edited the clips in real time--the cube effects, the rotoscoping, the layers and transitions, were all performed using real-time video processing software, VDMX and patches. This is a very different process than post-production editing in Final Cut Pro. Though the video is raw, I find that there is a certain poetics that real-time mixing was able to bring out.

VIDEO URL

Through my research developing R-Shief Twitter Analytics, I have accumulated over 800,000 tweets on the hashtag #Jan25 alone since Jan 25, 2011. And that includes the several days at the height of the conflict in Egypt, when 85 million inhabitants in Egypt were cut from the Internet--still the world tweeted. How did that happen? How were millions of tweets generated over protests in Egypt while the entire nation was offline? I wrote about my experience managing this Twitter aggregation in a recently published article in critical code journal, ThoughtMesh: "social media operates based on principles of uncertainty, where there are no groups, only formations of groups, and where non-linear time and space still create narratives and meaning vis-à-vis the database, and where objects (such as Twitter) have agency in a social network." (ThoughtMesh.net, Feb 5, 2011).

This info vid below is a good example of what how computers can run semantic analytics on a set of strings (words), an interactive experience that demonstrates how a database narrative might express meaning through recombinant and indexical instantiations.

VIDEO URL

The purpose of these data visualizations is to capture that special something that makes Twitter (and other social media sites) so feared that a government would shut down the Internet to an entire nation during civil uprising and protest. This next information visualization below, also published Feb 12, 2011, was designed to have a more poetic (and less narrative) meaning to express. This is a running hashtag of all the tweets on #Egypt that were posted to Twitter the day Hosni Mubarak resigned as president of Egypt. Whereas the previous semantic content info vid is more like content analysis or data visualization, the hashmap presented here offers a sentiment analysis and is intended to be evocative.

I programmed it in Processing, which runs as a Java applet. Crunching the data was not as straightforward as you might think. I have only begun to consider the design challenges to producing data visualization. Ideally, my process is to problematize the project's approach in order to get beyond the obvious and expected, i.e.: "Muslims" AND "Christians" combination. In future research, I will be conducting link analysis, term frequency analysis, creating a network map based on themes and links, and if possible identifying primary grouping. My aim is to make people say, "ah, that's what's going on with Twitter. That's how it participated in the #ArabRevolts."

VIDEO URL

What we need most at this point is illumination on the kinds of research questions we need to be asking plus a good perspective how others are going about content analysis. I am confident we can master the tools and generate data. I think the big challenge is designing it in a way that renders meaning. The revolution that started in Tunisia is having its Tsunami effect felt all the way over on the West coast of the United States. Next week I have been invited to attend a roundtable workshop on "Blogs & Bullets: Social Media and the Struggle for Political Change," hosted at Stanford University with US Institute for Peace and The Institute for Public Diplomacy & Global Communication at The George Washington University. Other participants will be from the Oxford Internet Institute and Meedan online translation along with Larry Diamond, Marc Lynch, Clay Shirky, and others. I am looking forward to this.

I see the ecology in the field of database narrative making and visualizing as rich, undiscovered territory to explore. We need to consider various methodological approaches to social media analysis for both the expert and the student. In the months to come, I plan to provide suggested approaches of social media analysis for teachers. Also, I will be documenting the techniques used in the research practice as we uncover--all of this is work in progress.

In parallel, my itch to create innovative VJ mixes continues. They are like my version of blog posts, a type of serialized commentary. Last week, I wanted to do a live remixing of tweets and people's YouTube videos and project it into Tahrir via Al Jazeera's bandwidth. I still want to do it, however, Tahrir no longer makes sense. So am connecting with friends and family there to find an appropriate time and place. One way this might go down is as a show comprised of performances of other Arab-American/ Egyptian-American artists like L.A.-based comedian, Ahmed Ahmed, Omar Effendum, Wesam Nassar, Rita Qatami, Leyya Tawil and others. Imagine projecting back to the people in Egypt the tweets from around the world--parsed out by language, Italian, French, Arabic, Japanese, etc...

Common among the creative fields--the arts, science, technology and design--is a commitment to the production of new knowledge based on original research. This presentation hopes to have extended notions of how innovative methods might be applied in a Media studies or Middle East studies context. Through this VJed publication, my aim has been to demonstrate the notion of design/ art practice as transformative research. Most recently in Arab countries, social media and its surprising political usages have created interplay between the application of structure and resistance that have been transformative. In conclusion, I argue that social media in the Arab world be unique--both in terms of how the society is operating, tightly woven; and in terms of media's history in the Arab world, born in print form as an apparatus of the state since the Ottoman Empire. Where U.S. media, in principle, acts to ensure the power of the government remains under checks and balances, in the Arab world it functions quite differently. And so when, in Egypt, media became actively dependent on the social fabric, rather than institutional sources of information and analysis, that opened up an uncertain bag of worms for an entire region.

---

Laila Shereen Sakr (a.k.a. VJ Um Amel) is a media artist whose practices include ambient visual projection, live cinema performance, game design, database design, and innovative research. In her live VJ performances, she explores the implications of juxtaposing the identity of "mother" and a techno-feminist construct of "cyborg" within local and transnational expressions of "Arab." Currently, she is pursuing a Ph.D. in Media Arts and Practice at the University of Southern California's School of Cinematic Arts where she was awarded an Annenberg Fellowship.

Starstruck: An Interview with Elizabeth Currid-Halkett (Part Two)

You also call attention to the less visible labor which goes into the production of the celebrity. Why is becoming a celebrity such hard work and why is it worth it for people across a range of different sectors of the entertainment industry?

One thing that my research has indicated is that celebrity is big business - hundreds of thousands of people and billions of dollars go into the production and upholding of celebrities. Many paychecks and livelihoods beyond those of the stars themselves are a result of celebrity. Being a celebrity is hard work in that one has to constantly keep on top of cultivating one's public persona and of course getting into the Hollywood star machine is virtually impossible for most of us. That said, many of us question the self-perpetuating, almost tautological nature of celebrity, but if we look at the number of jobs and payroll it makes a lot of sense why there are so many people who want to keep the celebrity industry and the production of stars in business.

John McCain rather famously attacked Barack Obama for being a "celebrity" on the same order as Paris Hilton. What were the implications of this slur and what might it suggest about our ambivalence towards celebrity?

For someone like Obama McCain's slur has no negative impact - Obama is really talented and a very gifted politician so McCain can try to compare Obama to Hilton but it does not detract from Obama in the way he might have wanted. McCain's comment rings true though: we're collectively fascinated with both Paris and Obama and we care about how they drink their coffee and when they go to the gym. We are ambivalent about celebrity because we do think it's frivolous but the fact is that we care about our stars and they build empires around our fascination (See again: Paris Hilton. See also: Kim Kardashian).

What are "celebrity networks" and what approach did you take to studying them?

I was interested in how celebrities might be different from us. One way in which they are different is that they spend time with an elite group of individuals and invite-only exclusive events - these social behaviors are part and parcel of one's celebrity status. In order to capture celebrity networks my colleague Gilad Ravid and I looked at the caption information for over 600,000 Getty Image photographs and ran social network analysis to study who was in the photos, at what event, when and where. We found that celebrities really do have more exclusive networks but also that they are able to access one another with much greater ease than those of us in "random" networks. Given that much of career mobilization hinges on "who you know" this means that they have greater possibilities to advance their careers in these industries by virtue of being a part of the network.

How do the "democratic celebrities" which emerge through reality television differ from the more traditional kinds of celebrities you mostly discuss in your book?

Well, democratic celebrities are different because they are more like us - again less icons of perfection than our Hollywood stars. They give us the belief that should we want that type of stardom we could achieve it. They are also circumventing the conventional star system and they are created through the public's - their fans' - preferences. They've "beaten the system" and don't have to comply to rigid Hollywood standards of stardom.

Some scandals seem to focus greater awareness on celebrities, while other scandals may destroy them. Do you have any sense on why these very different consequences?

I think the different consequences are a result of whether or not there is a disconnect between our perception of the star the scandal in which she/he is involved in. Tiger Woods took a hit because he was perceived as a clean cut family man and it turned out he was engaged in a string of infidelities. We expect a lot less from Charlie Sheen - not that his behavior is in any way okay but we've never thought him to be the poster child of good behavior. Kate Moss' cocaine scandal was initially thought to hurt her career but she's even more famous and in demand than ever - but she's always been the bad girl of the fashion world and never pretended to be anything other than that. It's really about synchronicity between the star's public persona and their behavior - good and bad.

Elizabeth Currid-Halkett is the author of The Warhol Economy: How Fashion, Art and Music Drive New York City (Princeton University Press) and Starstruck: The Business of Celebrity (Faber & Faber). She is assistant professor at University of Southern California's School of Policy, Planning and Developme

Starstruck: An Interview with Elizabeth Currid-Halkett

Celebrity culture is in many ways the flip side of fan culture. Having spent many years studying fans, I was delighted upon arriving at USC to meet a new colleague, Elizabeth Currid-Halkett, who studies celebrities. We instantly began comparing notes. In many world, those fans who are drawn towards celebrities display very different dynamics than those drawn towards fictional characters. Celebrity-focused fans seem more competitive, less collaborative, with each other, in part because the celebrity is a limited good. The fans who get close to the celebrity often become "protectors" of that access by "policing" the behavior of other fans. Only a limited number of fans can be "close" to Johnny Depp, while there can be as many Jack Sparrows as there are fan fiction writers. And so, I suspect celebrities often see fans at their worst rather than understanding the richness of all that fan culture has to offer. Currid-Halkett's book, Starstruck: The Business of Celebrity, was released late last year and I am happy to present it to my readers "for their consideration," as the posters around Hollywood this time of year would put it. I found it a very engaging and informative read, one which seeks to understand the economics of being famous, and one which takes an imaginative approach to mapping the social networks which grow up around celebrity culture in Hollywood and elsewhere. She certainly has a lot to say about what it means to be famous in our culture, including being famous for being famous, as is true say for Paris Hilton, or being famous in a niche community, as might be true for Big Name Fans in the science fiction world or in her example, designers in the wargaming world. While there's just enough gossip here to keep us turning the pages, people checking out this book will get a lot more -- a deep understanding of what makes being a celebrity or being close to a celebrity or selling news and pictures of celebrity such a lucrative business in today's culture.

You open the book with a comparison of the kinds of lifestyle information some people divulge on Facebook and the role which celebrities play in our culture. In what way are they the same? How are they different? Why do you think so many young people want, above all, to be famous?

Celebrity hinges on the collective fascination we have with particular people which means it can exist in all social stratospheres. Hollywood is just a very visual mega version of a phenomenon that exists in all of our lives. Facebook and social media more generally just provide more avenues for people to cultivate a public persona. If we look back to high school or the family reunion we see the same type of collective fascination in more old fashioned contexts as much as in "celebrity 2.0".

You define celebrity as "the special quality that some individuals possess that propels society to care more about them than about other people." Do we have any basis for understanding why some personalities become celebrities and others fall below the grade?

Yes and no. I think that it's hard to truly pinpoint what makes us anoint some people as stars while we discard others - is there a meaningful difference between say Paris Hilton and every other pretty socialite? That said, celebrities do behave differently than everyone else. They over share, they put themselves in the spotlight, they show up at events that are documented and they create a public persona - we see this on Facebook as much as we see it in Hollywood.

You suggest that the nature of celebrity shifts when the media system changes. How might we contrast our current era of celebrity gossip from, say, the Hollywood star system of the 1930s?

Social media and the 24/7 gossip cycle have transformed stars from being icons of perfect who we admire from afar to individuals who we attempt to relate to and who are, to borrow US Weekly's phrase, "Just Like Us". Also the ability to take a photo and have it online in under 10 minutes means that we are recording the day by day activities and banality of stars. I actually feel bad for them because now it's not just looking fabulous at the Oscars, they have to think about what their makeup looks like when their grabbing their morning Starbucks order.

One of the interesting aspects of the book centers around what you call "relative celebrity," a topic which takes you from the Warhammer workshop to ROFLcon, trying to understand how people become famous within smaller niches. What can studying such relative celebriities tell us about the larger phenomenon of celebrityhood?

Relative celebrities are simply fractal versions of mainstream Hollywood-style celebrity. They are not on their way to Hollywood, they are autonomous forms of stardom. In this sense, relative celebrities tell us a lot about how celebrity is a social phenomenon everywhere and a way in which society is organized. We anoint special people, we collectively obsess about certain people for things that transcend their talents and our stars provide an important social function -as you've pointed out in your own work, they are the material and information we gossip about. So their function is more than just existing as people - their existence provides a stickiness for society to bond over.

Elizabeth Currid-Halkett is the author of The Warhol Economy: How Fashion, Art and Music Drive New York City (Princeton University Press) and Starstruck: The Business of Celebrity (Faber & Faber). She is assistant professor at University of Southern California's School of Policy, Planning and Development.

Announcing Transmedia, Hollywood 2: Visual Culture and Design

Transmedia registration can now be done through http://www.ticketmaster.com/Transmedia-Hollywood-2-Visual-Culture-and-Design-tickets/artist/1559777

TRANSMEDIA, HOLLYWOOD 2:

Visual Culture and Design

A UCLA/USC/Industry Symposium

Co-sponsored by

UCLA Producers Program,

UCLA School of Theater, Film, and Television

and

USC School of Cinematic Arts

Friday, April 8, 2011

James Bridges Theater, UCLA School of Theater, Film, and Television

9:45 AM - 7 PM

Event Co-Directors:

Denise Mann, Associate Professor, Producers Program, UCLA School of Theater, Film and Television

Henry Jenkins, Provost's Professor of Communication, Journalism and Cinematic Arts, USC Annenberg School of Communication

Overview

Transmedia, Hollywood 2: Visual Culture and Design is a one-day public symposium exploring the role of transmedia franchises in today's entertainment industries. Transmedia, Hollywood 2 turns the spotlight on media creators, producers and executives and places them in critical dialogue with top researchers from across a wide spectrum of film, media and cultural studies to provide an interdisciplinary summit for the free interchange of insights about how transmedia works and what it means.

Co-hosted by Denise Mann and Henry Jenkins, from UCLA and USC, two of the most prominent film schools and media research centers in the nation, Transmedia, Hollywood 2 builds on the foundations established at last year's Transmedia, Hollywood: S/Telling the Story. This year's topic: Transmedia, Hollywood: Visual Culture and Design is meant to move from an abstract discussion of transmedia storytelling in all its permutations to a more concrete consideration of what is involved in designing for transmedia.

The past year has seen the Producer's Guild of America (PGA) embrace the concept of the transmedia producer. The other Guilds have begun discussing the implications of these developments for their membership. A growing number of small production units are springing up across the film, games, web, and television sectors to try to create and distribute transmedia content. Many of today's new transmedia producers are helmed by one-time studio or network insiders who are eager to "reinvent" themselves. Inside the studios, the executives tasked with top-down management of large media franchises are partnering with once marginalized film directors, comic book creators, game designers, and other creative personnel.

The underlying premise of this conference is that while the traditional studios and networks are hanging onto many of their outdated practices, they are also starting to engage creative personnel who are working outside the system to help them re-imagine their business. With crisis and change comes the opportunity for the next generation of maverick, independent-minded producers--the next Walt Disney and George Lucas-- to significantly challenge the old and to make way for the new. So, now, it is time to start examining lessons learned from these early experiments. Each of the issues outlined below impact the day-to-day design decisions that go into developing transmedia franchises. We hope to break down the project of developing transmedia content into four basic design challenges:

• What does it mean to structure a franchise around the exploration of a world rather than a narrative? How are these worlds moving from the film and television screen into other media, such as comics, games, and location based entertainment?
• What does it mean to design a character that will play well across a range of different media platforms? How might transmedia content re-center familiar stories around compelling secondary characters, adding depth to our understanding of the depicted events and relationships?
• What does it mean to develop a sequence of events across a range of different media? How do we make sure that the spectator understands the relationship between events when they are piecing together information from different platforms and trying to make sense of a mythology that may span multiple epochs?
• What does it take to motivate consumers to invest deeply enough into a transmedia franchise that they are eager to track down new installments and create buzz around a new property? How is transmedia linked to a push towards interactivity and participatory culture?

As with the first event, Transmedia, Hollywood: Visual Culture & Design will bring together comic book writers, game designers, "imagineers," filmmakers, television show runners, and other media professionals in a conversation with leading academic thinkers on these topics. Each of our speakers will be asked to focus on the unique challenges they faced while working on a specific production and detail how their understanding of transmedia helped them resolve those issues. From there, we will ask all our speakers to compare notes across projects and platforms with the hopes of starting to develop some basic design principles that will help us translate theories of transmedia entertainment into pragmatic reality.

The creative personnel we have assembled include many of the key individuals responsible for masterminding the fundamental changes in the way traditional media operates and engages audiences by altering the way stories are told temporally, by exploring how graphic design translates from one medium to another, and by explaining how these visually-stunning worlds are being conceived in today's "connected" entertainment arena.

Conference Schedule

Friday, April 8, 2011

9:15--9:45 am

Registration

9:45--10:00 am

Welcome and Opening Remarks

• Teri Schwartz, Dean, UCLA School of Theater, Film, and Television
• Denise Mann, Associate Professor/Head, Producers Program, UCLA School of Theater, Film and Television
• Henry Jenkins, Provost's Professor of Communication, Journalism and Cinematic Arts, Annenberg School of Communication, USC

10:00--11:50 AM

Panel 1: "Come Out 2 Play": Designing Virtual Worlds--From Screens to Theme Parks and Beyond

Hollywood has come a long way since Walt Disney, circa 1955, invited families to come out and play in the first cross-platform, totally merchandised sandbox--Disneyland. Cut to today and most entertainment corporations are still focused on creating intellectual properties to exploit across all divisions of the Company. However, as the studios and networks move away from the concrete spaces of movie and TV screens and start to embrace the seemingly limitless "virtual spaces" of the Web as well as the real-world spaces of theme parks, museums, and comic book conventions, the demands on creative personnel and their studio counterparts have expanded exponentially.

Rather than rely on old-fashioned merchandising and licensing departments to oversee vendors, which too often results in uninspired computer games, novelizations, and label T-shirts, several studios have brought these activities in-house, creating divisions like Disney Imagineering and Disney Interactive to oversee the design and implementation of these vast, virtual worlds. In other instances, studios are turning to a new generation of independent producers--aka "transmedia producers"--charged with creating vast, interlocking brand extensions that make use of a never-ending cycle of technological future shock and Web 2.0 capabilities.

The results of these partnerships have been a number of extraordinarily inventive, interactive, and immersive experiences that create a "you are there" effect. These include the King Kong 360 3D theme park ride, which incorporates the sight, smell, and thunderous footsteps of the iconic gorilla as he appears to toss the audience's tram car into a pit. Universal Studios and Warner Bros. have joined forces to create the Wizarding World of Harry Potter, a new $200 million-plus attraction at the Islands of Adventure in Florida.

Today's panel focuses on the unique challenges associated with turning traditional media franchises into 3D interactive worlds, inviting you to come out 2 play in the studios' virtual sandboxes.

Moderator: Denise Mann

Panelists will include:

• Alex McDowell, Production Designer for Tim Burton and Zack Snyder (Corpse Bride, Watchmen)
• Dylan Cole, Art Director, Tron, Alice in Wonderland, Avatar, Lord of Rings
• Thierry Coup, Art Designer, Wizarding World of Harry Potter
• Angela Ndalianis, Associate Professor and Head of the Cinema Studies Program at the University of Melbourne, Australia (Neo-Baroque Aesthetics and Contemporary Entertainment)
• Bruce Vaughn, Chief Creative Executive, Disney Imagineering

12:00--1:50 PM

Panel 2: "We're Looking For Characters": Designing Personalities Who Play Across Platforms

How is our notion of what constitutes a good character changing as more and more decisions get made on the basis of a transmedia logic? Does it matter that James Bond originated in a book, Spider-Man in comics, Luke Skywalker on screen, and Homer Simpson on television, if each of these figures is going to eventually appear across a range of media platforms?

Do designers and writers conceive of characters differently when they know that they need to be recognizable in a variety of media? Why does transmedia often require a shift in focus as the protagonist aboard the "mothership" often moves off stage as extensions foreground the perspective and actions of once secondary figures?

How might we understand the process by which people on reality television series get packaged as characters who can drive audience identification and interest or by which performers get reframed as characters as they enter into the popular imagination?

Why have so few characters from games attracted a broader following while characters from comics seem to be gaining growing popularity even among those who have never read their graphic adventures?

Moderator: Henry Jenkins

Panelists will include:

• Geoff Johns, Chief Creative Officer of DC Entertainment
• Geoffrey Long, Program Manager, Entertainment Platforms, Microsoft
• Alisa Perren, Assistant Professor, Georgia State University
• Kelly Souders and Brian Peterson, Executive Producers of Smallville

2:00--3:00 PM

Lunch Break

3:00--4:50 PM

Panel 3: Fan Interfaces: Intelligent Designs or Fan Aggregators?

Once relegated to the margins of society, today's media fans are often considered the "advance guard" that studio and network marketers eagerly pursue at Comi-Con and elsewhere to help launch virtual word-of-mouth campaigns around a favorite film, TV series, computer game, or comic book. Since tech-savvy fans are often the first to access Web 2.0 sites like YouTube, Wikipedia, and Second Life in search of a like-minded community, it was only a matter of time before corporate marketers followed suit. After all, these social networking sites provide media companies with powerful tools to manage fans and commit them to crowd-sourcing activities on Twitter, Facebook, and elsewhere.

Given the complexities and contradictions involved in negotiating between industry and audience interests, we will ask the game designers to explain their philosophy about the intended and unintended outcomes of their fan interfaces. Marketers clearly love it when fans become willing billboards for the brand either by wearing logo T-shirts or by dressing a favorite Madman avatar in the 1960s clothing, accessories and backgrounds on display on the AMCTV.com "Madmen Yourself" and then spreading the content through Facebook and Twitter.

What is the design philosophy behind a video game like Spore, which allows fans free range to create their own creatures and worlds but then limits their rights over this digital content? Who owns these virtual creations once they appear for sale on E-bay? These and other intriguing questions will be posed to the creative individuals responsible for designing many of these imaginative and engaging fan interfaces.

Moderator: Denise Mann

Panelists include:

• Jeph Loeb, Executive Vice President, Head of Television, Marvel (executive producer for Lost, Heroes, Smallville)
• Craig Reyna, Disney Interactive Studios Marketing (Epic Mickey, Tron, Chronicles of Narnia)
• Avi Santos, Assistant Professor, Dominican College and Co-editor, FlowTV.com and In Media Res.com
• Matt Wolf, Double 2.0, ARG/Game Designer

5:00--6:50 PM

Panel 4: "It's About Time!" Structuring Transmedia Narratives

The rules for how to structure a Hollywood movie were established more than a century ago and even then, were inspired by ideas from earlier media -- the four-act structure of theater, the hero's quest in mythology. Yet, audiences and creators alike are still trying to make sense of how to fit together the chunks of a transmedia narrative. Industry insiders use terms such as mythology or saga to describe stories which may expand across many different epochs, involve many generations of characters, expand across many different corners of the fictional world, and explore a range of different goals and missions.

We might think of such stories as hyperserials, in so far as serials involved the chunking and dispersal of narrative information into compelling units. The old style serials on film and television expanded in time; these new style serials also expand across media platforms.

So, how do the creators of these stories handle challenges of exposition and plot development, managing the audience's attention so that they have the pieces they need to put together the puzzle? What principles do they use to indicate which chunks of a franchise are connected to each other and which represent different moments in the imaginary history they are recounting? Do certain genres -- science fiction and fantasy -- embrace this expansive understanding of story time, while others seem to require something closer to the Aristoltelian unities of time and space?

Moderator: Henry Jenkins

Panelists include:

• Caitlin Burns, Transmedia Producer, Starlight Runner Entertainment
• Abigail DeKosnik, Assistant Professor, University of California-Berkeley (Co-Editor, The Survival of the Soap Opera: Strategies for a New Media Era; Illegitimate Media: Discourse and Censorship of Digital Remix)
• Jane Espensen, Writer/Producer: Buffy the Vampire Slayer, Battlestar Galactica, Torchwood.
• John Platt, Co-Executive Producer, Big Brother, The Surreal Life
• Tracey Robertson, Chief Executive Officer and Co-founder, Hoodlum
• Lance Weiler, Founder, Workbook Project
• Justin Wyatt, Executive Director, Research at at NBCUniversal, Inc (High Concept: Movies and Marketing in Hollywood).

7:00 PM

Reception

Lobby, James Bridges Theater

Location

James Bridges Theater, UCLA School of Theater, Film, and Television

Registration

Faculty/Students:

Tickets are $5 for faculty and students of accredited institutions and will only be sold at the box-office of the UCLA Central Ticket Office and at the door on the day of the event (prior registration required). Valid university I.D. is required. Registration includes admission to conference and reception.

General Public:

Tickets for the general public are $30. Registration includes admission to conference and reception. Please register: http://www2.tft.ucla.edu/RSVP/index.cfm?action=rsvp_form

Directions

Directions to UCLA:

http://www.ucla.edu/map/

Campus Map:

http://www.ucla.edu/map/ucla-campus-map.pdf

Parking Info:

http://map.ais.ucla.edu/go/1002187

http://www.transportation.ucla.edu/portal/maps/parkingmap/0206UCLAParkingMap.htm

Bus Info:

http://www.metro.net/

http://www.bigbluebus.com/home/index.asp

Contact

UCLA Producers Program

UCLA Department of Film, Television, and Digital Media

203 East Melnitz

Los Angeles, CA 90095

Phone: (310) 206-3761

Fax: (310) 825-3383

Email: producers@tft.ucla.edu

Web: www.tft.ucla.edu/producers

Measuring New Media Literacies: Towards the Development of a Comprehensive Assessment Tool (Part Two)

Measuring New Media Literacies: Towards the Development of A Comprehensive Assessment Tool (Part Two) by Ioana Literat

Results

Although all of our scale items collectively attempt to measure new media literacy levels, and the overall reliability of the scale was high (Chronbach's α=.903), we were interested in identifying the specific subcomponents that make up this concept. Our initial research question was whether the subscales of this survey instrument map well onto Jenkins' 12 NMLs. Particularly, we were interested in seeing if, as predicted, the scale would break down into components that were similar to those identified by Jenkins.

To address this question, we performed a factor analysis on the 60 items, and then assessed the reliability of each separate subscale that emerged from the factor analysis. With the exception of 2 NMLs (collective intelligence and simulation), the factors identified in this analysis mapped well onto Jenkins' 12 NML skills, indicating the definite existence of subcomponents that tap into dichotomous skill sets. Thus, out of the 12 NML skills that make up Jenkins' framework, 10 were identified in the factor analysis of our scale; furthermore, all 10 of these components had adequate reliability. This is a rather impressive and encouraging finding, especially given the fact that all 60 items of the scale were completely randomized and thus the items that made up each of these 12 subscales never appeared in order. The two NMLs that did not distinctly emerged from the factor analysis were collective intelligence and simulation; rather than clustering together as distinct factor components, the items measuring these two dimensions ended up being spread out over the different subscales.

Once the factor analysis revealed the various new media literacy skills that the scale constituted of, we proceeded to explore the relationship between these NMLs and patterns of media exposure and digital participation, by running multivariate analyses of variance (MANOVAs).

We first looked at respondents' cumulative media exposure, which included time spent with all forms of media: Internet, television, print media, and videogames. According to our second hypothesis, we expected to see a significant difference in NML skills between high and low media users. The multivariate difference in media literacy levels assessed using MANOVA was indeed significant: F(10, 316)= 3.025, p=.001, with avid media consumers scoring higher across all NML skills than less enthusiastic media consumers. The univariate differences between the high and low media exposure groups were particularly pronounced in the areas of negotiation, networking, appropriation, play, multitasking, and transmedia navigation.

Next, we explored the relationship between NMLs and exposure to specific media. In terms of Internet use, there was a significant difference between low and high users: F(10, 316)= 3.171, p=.001, with the most striking contrast occurring in terms of networking skills. Due to the interconnecting and socializing features of the Internet, less enthusiastic internet users scored much lower in networking skills than frequent users. For videogames, the difference between frequent and infrequent users was also significant (F(1, 316)=2.811, p=.002), with avid gamers scoring substantially higher than their peers in the domain of play, or experimental problem-solving.

Our questionnaire addressed users' exposure to four different forms of media: two new ones (internet and videogames) and two old ones (television and print media). Interestingly enough, while the difference in NML skills between light and heavy users of the Internet and videogames - i.e. new media - was substantial, this difference was not significant in the case of traditional media. This is an interesting conclusion, which supports the view that new digital media, due to their interactive and highly socializing nature, are more adept at breeding the social and cultural competencies needed for a full participation in today's digital environment than traditional media, which are inherently more passive.

In terms of digital participation, we hypothesized that higher levels of media literacy should predict a higher degree of engagement with Web 2.0 platforms, as well as an increased propensity for multimedia creation. This hypothesis was fully supported: the difference in NMLs between users with high digital participation levels versus those with lower participation levels was indeed significant (F(10, 316)=3.172, p=.001). Out of the digital platforms we explored in this study, the ones that emerged as particularly significant in this analysis were Facebook (F(10, 316)=5.294, p<.001), Twitter (F(10, 316)=3.181, p=.001), YouTube (F(10, 316)=4.553, p<.001), and blogging (F(10, 316)=4.747, p<.001).

For Facebook, the difference between light and heavy users was especially pronounced in the area of networking, with enthusiastic Facebook users displaying extremely high networking skills. This result is unsurprising, given the function of Facebook as a social networking site, but this connection is important in regards to the applicability of such online-learned skills in the context of one's offline behavior.

In the case of Twitter, the two main NMLs where light and heavy users significantly differed were networking and transmedia navigation. We found that light Twitter users (including non-users) scored much lower in these 2 NMLs than more enthusiastic tweeters. This conclusion makes sense, and can be explained by the hyperlinked and social nature of the Twitter platform.

YouTube also emerged as an extremely significant platform in terms of NML skills.

The NMLs that YouTube users excelled at were appropriation and transmedia navigation, but also, to a less astounding degree, performance and negotiation. These results are most likely explained by the primary functions of the YouTube platform as a crucial depository of popular culture clips (to be used in appropriation processes) and as a source of multimedia information (encouraging transmedia navigation), but also a democratic limelight for stardom and personal opinion (performance) and a transnational hub that facilitates intercultural learning (negotiation).

Finally, blogging emerged as another particularly important platform in terms of NML skills. We found a significant difference in overall NML skills between bloggers and non-bloggers, and individuals who keep a blog scored much higher in appropriation and networking skills. Most likely, this is due to the increasingly interlinked nature of the "blogosphere", with writers linking to other blogs of interest, keeping a blogroll on their personal page, republishing relevant posts, and so on. This process of hyperlinked interconnectedness, while gradually transforming the personalized "blogosphere" into one global community, increasingly requires networking and appropriation skills that allow one to most effectively tap into this informal community.

The results of this study also supported the connection between multimedia creation and NMLs. As hypothesized, higher NML levels predicted a propensity for multimedia creation, and the difference between frequent and infrequent digital creators was extremely significant (F(10, 315)=6.635, p<.001), with the most acute contrast occurring, not surprisingly, in the area of appropriation. This is in line with the literature in the field, which claims that the ability to creatively produce and distribute multimedia texts should correlate strongly with higher levels of media literacy.

Similarly, the results also confirm the connection between new media literacies and civic engagement, which is emerging as a critical application of NML educational initiatives. Our hypothesis regarding the positive relation between media literacy and civic engagement was fully supported, with respondents that scored highly across the NMLs showing much higher degrees of civic engagement than their less media literate peers (F(10, 313)=3.516, p<.001).

In conclusion, as evidenced by the support for our main conceptual hypothesis, the data gathered in this study will be instrumental in perfecting a validated quantitative assessment tool to complement NML initiatives built around this particular framework. So far, educational endeavors aimed at cultivating these skills only benefitted from qualitative evaluation tools, which are inherently unfit for use with large samples, and are much harder to implement due to logistical considerations. We therefore hope that this questionnaire, especially used as a baseline measure of new media literacies, will help provide a more accurate and comprehensive picture of individuals' abilities in this domain.

Furthermore, the study provided critical information about the connections between new media literacies, media exposure, and engagement with different Web 2.0 platforms; this represented a much-needed addition to the literature on media education, which so far did not address these specific correlations. In terms of the validity of the present assessment tool, the fact that our hypotheses regarding the connection between media literacy and media use habits were strongly supported lends additional predictive validity to this survey instrument. This is a highly significant conclusion that adds further import to the current study. While the causal relationships between these variables would need to be examined longitudinally, over time, it is our interpretation that the relationship between media use and media literacy is a circular one, involving a virtuous feedback loop: for instance, while extensive use of the internet raises one's new media literacy levels, individuals with high NML levels are also more likely to access the internet considerably more.

While further research is certainly needed regarding the feasibility and scalability of quantitative methods of assessment in the field of new media literacies, we believe our study is a valuable starting point in this direction, and a much-needed inquiry into the challenges facing such assessments in both national and international contexts. While this particular study represented a pre-test of the validity of the current survey instrument, we are now working on its practical application as a baseline measure of NML levels at the Robert F. Kennedy Community Schools, where Project New Media Literacies will be implementing an after-school program starting in February. Stay posted for updates regarding this initiative, and an upcoming report on the quantitative assessment of new media literacies among the high school students at RFK!

Ioana Literat is a PhD student at USC's Annenberg School of Communication and a research assistant for New Media Literacies. She has taught digital storytelling and social justice curricula to children in the Dominican Republic, Romania, Uruguay and India, and spent the last year working as the field coordinator of The Modern Story program in India. At USC, Ioana is researching the social impact of media and its potential to stimulate positive change, with a special focus on the future of educational media and virtual communities. As a result of her extensive international experience, she is particularly interested in the global scalability of NML projects, and the applicability of such educational initiatives in the developing world.

Measuring New Media Literacies: Towards the Development of a Comprehensive Assessment Tool (Part One)

Last fall, I spread a message to my Twitter followers, asking for their participation in an online survey we were conducting, trying to assess new media literacies skills. Needless to say, people who follow this blog and my Twitter account are apt to have a higher degree of technical and cultural literacy than the general population, but we were looking for a sample base large enough to be able to test and refine our instruments before applying them to other populations, such as the students at the schools where we are doing after-school programs or which are adopting some of our curricular recommendations. Given the intense response we received, and our deep gratitude for everyone who participated in the survey, I wanted to make sure we shared the results with you in a timely fashion. Ioana Literat, a PhD candidate in the Annenberg School of Communications and Journalism at the University of Southern California, did the work as part of a class project in Lynn Miller's class, COMM 550: Research Methods in Communication. She also is part of the Project New Media Literacies research team and we are immediately putting her tool and her insights to work by pre-testing students entering our programs here in Los Angeles.

Her results are interesting in that they do suggest that the skills we have identified through the White Paper I helped to write for the MacArthur Foundation do cohere in real world contexts and that these skills improve through engaging with new media platforms and practices. I should stress here that we believe that the relations between increased skills and increased use of new media tools does not simply mean that the people who consume more media get better at it.

As writers like James Paul Gee have argued, these "affinity spaces" contain powerful forms of informal learning which motivate and support the acquisitions of these skills in a way that would not be true for most people watching films and television outside of the context of a fan community, which might perform similar work for its members. Further, we are not simply describing consumption per se, but rather we are talking about forms of participation which involve applying those skills rather than simply observing. At its heart, then, the argument is that participatory culture communities and practices actively support the learning of their members and reversely, that as we first asserted certain skills have emerged as characteristic of and often necessary for meaningful involvement in participatory culture. Today, we are going to lay out the methods behind this research; next time, the findings.

Measuring New Media Literacies:

Towards the Development of a Comprehensive Assessment Tool

by Ioana Literat

The present study was motivated by our observation that, in spite of the increasing popularity and impact of Henry Jenkins' New Media Literacies framework, there was a lack of an appropriate quantitative measurement tool to assess these new media literacy skills. Certainly, existing tools do not capture the full spectrum of skills and propensities suggested by Jenkins. Furthermore, the reliance on qualitative data - which is typical of most studies in this field - means that such assessment projects are not feasibly replicable with larger groups. Therefore, this study aimed to address methodological lacunae within the NML framework by developing and validating a comprehensive quantitative assessment tool that could be used to measure new media literacies (NMLs) in both adult and juvenile populations.

Below, you will find an overview of the survey instrument and a summary of the results. If you would like to see the complete NML questionnaire that was used for this assessment, as well as the full report on the findings of this study (including all the statistical data), we encourage you to contact Ioana Literat at iliterat@usc.edu.

In assessing the psychometric properties of this new assessment tool, survey data was first factor analyzed in order to assess the reliability of the measure, and determine how these emergent factors compared with Jenkins' original 12 NML skills. If the survey instrument was accurately constructed, we expected to see 12 separate subscales - similar to the 12 NMLs identified by Jenkins - resulting from the factor analysis. In terms of the relationship between media exposure and NMLs, we hypothesized that higher levels of new media literacies would correlate with a higher degree of engagement with media forms - particularly new digital media - and that there would therefore be a significant difference in NMLs between people with low versus high levels of media exposure. An increased degree of digital participation in various Web 2.0 platforms should also relate to high NML levels, with light users scoring lower in media literacy than heavy users of these digital platforms. Finally, we also hypothesized that high NML levels should predict a greater propensity for multimedia creation, and, respectively, civic engagement.

The sample for this study (N=327) was a convenience sample of normal volunteers over the age of 18, who completed the survey online. In terms of gender distribution, the sample contained 131 male respondents and 187 female respondents. The average age was 33.7 years (SD=11.7). In regards to ethnicity, 83.9% of respondents were white, and 77.3% indicated English as their primary language. Income and education levels were normally distributed.

Survey Design

The survey was structured around 4 main sections: demographics, media use habits, new media literacies (NMLs), and civic engagement. All questions were randomized, so that each participant received them in a different order, to maximize the validity of the findings.

The section on media use habits queried respondents about their access to a computer and to the Internet, the extent of their exposure to different media forms, their digital memberships and affiliations, and their creative engagement with multimedia. The NML section of the survey - the most extensive and critical part of this instrument - aimed to assess respondents' new media literacy skills (NMLs) by presenting them with a randomized series of 60 statements about their personality, social and cultural modes of engagement, online and offline peer interaction, learning styles, and media consumption and creation patterns. The statements were conceptually built around the 12 NML skills identified by Jenkins (2006): play, performance, simulation, appropriation, multitasking, distributed cognition, collective intelligence, judgment, transmedia navigation, networking, negotiation, and visualization. To ensure an adequate factor analysis while minimizing the duration of the survey, we decided to include 5 items for each NML, for a total of 60 questions. These items addressed both technology-related and non-technology-related behaviors, in accordance with our view that the NML skills are social and cultural competencies that stretch beyond media expertise or technological capability.

Finally, the last section of the questionnaire contained a set of 5 questions that attempted to measure the respondents' degree of civic engagement, by addressing three principal dimensions of civic engagement: self-efficacy, civic responsibility, and commitment to civic action.

Ioana Literat is a PhD student at USC's Annenberg School of Communication and a research assistant for New Media Literacies. She has taught digital storytelling and social justice curricula to children in the Dominican Republic, Romania, Uruguay and India, and spent the last year working as the field coordinator of The Modern Story program in India. At USC, Ioana is researching the social impact of media and its potential to stimulate positive change, with a special focus on the future of educational media and virtual communities. As a result of her extensive international experience, she is particularly interested in the global scalability of NML projects, and the applicability of such educational initiatives in the developing world.

What Constitutes an Open-Book Exam in the Digital Age?

Several weeks ago, I shared here the syllabus for the undergraduate class I am teaching this semester at USC. As I noted, it is my first time doing a lecture hall class in some years and my first undergraduate class at USC, so it has been a learning process for all involved. I wanted to share with you a pedagogical challenge I've faced this term in part as an illustration of the kinds of transition higher education is undergoing as we try to absorb new media technologies and practices into our teaching. It starts with the decisions we made about the course readings. We opted to put the scanned essays onto Blackboard, the classroom management tool which USC urges us to use, rather than having them printed out at a local copy shop. My hope was to save the students money and to also save trees by having as close to a paperless class as possible.

Then, I made the announcement that the exams in the class would be open book, open note and that I was planning to distribute a list of potential questions in advance from which I would draw in constructing the exam, a practice I have used for more than 20 years without any great confusion. I've found that this approach lowers stress for students by allowing them to feel more in control as they are preparing for and taking the exam. In practice, some fraction of the class works really hard, prepares for the exam by writing out their answers in advance, and copies them into the blue book. Another fraction studies their notes, comes in and improvises on the exam, or develops an outline in advance that they write from. And some fraction, for their own reasons, pays no attention to the advanced questions, doesn't study, and does really badly on the exam. The kicker is often the identification questions, which would be simple to answer by anyone with a textbook open in front of them, but nevertheless often end up unanswered or answered wrongly. The result is a grade distribution curve not very different from what I would have if I gave a closed book, closed notes exam -- but as I said, it lowers stress.

No sooner did I announce this policy than I got a question I've never been asked before. A student wondered whether open book, open note, meant open laptop. I needed time to reflect on this and said I would answer in the next class period. Actually, it took me a few to get back to them with a response. Given this was a class on technology and culture, I decided to use this as a teachable moment.

So, I started by breaking down the computer into two elements. First, there is the computer as a stand alone word processing machine. I certainly would have had no great objections to students using the computer to write their answers or even to access their materials. Indeed, as someone with painfully bad penmanship, I had been the first in my graduate program to take my quals on a computer the department provided. They made sure to give me a clean disc as I entered the room and I was allowed to take nothing else with me into the test.

But this was before the era of networked computing, which fundamentally changed the character of what a computer is. So, allowing students to use a laptop during an exam suddenly would allow students to access any information anywhere on the web and more significantly would allow students to trade information with each other throughout the test in ways which would be extremely difficult to monitor.

As I thought about it, the challenges of designing a meaningful test under those circumstances intrigued me. What would it mean to create an exam which could be taken not by individual students but by networked groups of students -- either the class as a whole or a specifically designated study group? Could we enfold ideas of collective intelligence into the design of tests? Could we create challenges which demonstrated their mastery of the material through the search strategies they deployed and the knowledge they produced together? In theory, such an exam holds promise as more and more jobs require the capacity to pool knowledge and collaborate with a team of others to solve complex problems, and learning how to mobilize expertise under these conditions should be a key goal of our educational process.

But, how would we deal with such an exam in the context of our current grading systems? After all, we still assume that grades measure individual performance and so if we gave group grades, that might prove unsatisfactory to everyone involved. Would students raised in a culture where grades based on individual performance know how to act fairly in a culture where grades were based on group performance?

After all, we know that on group projects, bright students are often treated unfairly, exploited by their classmates, who fail to do their fair share of the work, and who may, in fact, not be capable of contributing at the same level? Under such system, teachers have had to devise systems to measure individual contributions to the group, thus going back to personalized rather than collective grading? What would be involved in terms of time and technology in monitoring what each student contributed to the group's collective performance on the exam?

And of course, all of this assumes that all of my students do have laptops or can borrow laptops, a more or less safe assumption given the relatively affluent population of USC, but hardly the case at many other colleges and universities around the country. How could you give one group of students such an intense advantage on the exam? Would we then have to issue laptops the way we now issue blue books?

As I started to contemplate these issues, I started to choke. As much as I wanted to be the cool, open-minded teacher, the model pedagogue for the digital age, there was no way I was going to be able to work through all of the implications of this radical shift in classroom practice in time to apply it this semester. A real answer to this question may not be possible in our current educational system, though it is a kind of question which we are going to be asked more and more. So, I spelled all of this out to my students, and challenged them to start thinking through the issues.

But, then came the turn of the knife. If they could not use their laptops, and the course texts had navigated to the web, then in what sense was this going to be an open book test? They could no longer access the course materials without printing them off, which would undo everything we saved by making them digital in the first place. The answer of course is that with the questions in advance, they could print out notes or print out the essays they needed to address the questions. They wouldn't have to print out everything, but they would no longer be working in a paperless environment.

So, we went back to the drawing board one last time, and asked the tech people if it would be possible to shut down the wireless in the room for the duration of the exams. They were not able/willing to do this, so that's where things stand as of the moment. Neither the students nor I are fully satisfied with this resolution, but both the pedagogical and technological structures of the modern university would seem to block any path out of this challenge that I have come up with.

I can't be the only faculty member on the planet facing these challenges, so I am posting this to see how other educators are dealing with these transitions. I can see the world we are surely evolving towards, but I don't know how to get there on my own.

So, let's use our laptops to work through this problem together. Oh, wait....

While we are on the subject of Digital Media and Learning, I wanted to give people a head's up for a great new documentary, New Learners of the 21st Century, which will be airing on PBS stations across the United States this coming Sunday, Feb. 13. Some of you will recall how one-sided and negative I found the Digital Nation documentary which aired last year, despite having talked to many key researchers and collected some compelling material for their webpage.

New Learners of the 21st Century offers the flip side of that documentary, taking us into innovative school and after school programs which are making creative use of new media platforms and practices for pedagogy. You can get a taste for what to expect from this opening segment which they have posted to PBS Video, but it is really, in this case, only the beginning.

By the second segment on Quest to Learn, the New York charter school which uses game design to teach, you can see the difference in the ways the two documentaries approach their topics. In Digital Nation, the Quest to Learn segment is almost incomprehensible: we see lots of activities involving technology but we have no idea what the kids are doing or why, and as a result, it feels like technology for technology's sake. Here, we learn about their pedagogical approach; we see processes unfold; we hear about when they use technology and when they ask the kids to put it aside. The focus is less on the use of computers in the classroom, an old topic after all and as my above discussion suggests, one we are still struggling with, and more on the use of new media literacies in education.

The same holds true for the film's treatment of a range of other pedagogical sites, including great stuff on work being done by the Smithsonian Institute and by the YouMedia Center at the Chicago Public Library, both important innovators in this space.

Because the topic is more narrowly focused, and because the goal is to explain and not simply stir up controversy, this film does do justice to the complex research which the MacArthur Digital Media and Learning program has funded in this area. I have been honored to be part of this initiative from the start, so my recommendation is scarcely unbiased here. But if like me, you've been burnt several times already by PBS's treatment of youth and digital media, I want to let you know that this one will be more rewarding.