Eight Traits of the New Media Landscape

The following text was written as part of the original draft for the MacArthur white paper about educating young people for a participatory culture. It was cut due to length considerations but it providees useful background for people reading the report. Most often, when people are asked to describe the current media landscape, they respond by making an inventory of tools and technologies. Our focus should be not on emerging technologies but on emerging cultural practices. Rather than listing tools, we need to understand the underlying logic shaping our current moment of media in transition. These properties cut across different media platforms and different cultural communities: they suggest something of the way we live in relation to media today. Understanding the nature of our relationship with media is central to any attempt to develop a curriculum that might foster the skills and competencies needed to engage within participatory culture.

The Contemporary Media Landscape is:

1. Innovative. We are the midst of a period of prolonged and profound technological change. New media are created, dispersed, adopted, adapted, and absorbed into the culture at dramatic rates. It is certainly possible to identify previous "revolutions" in communication. The shift from orality to literacy, the rise of print culture, and the emergence of modern mass media in the late 19th and early 20th century each represent important paradigm shifts in the way we communicated our ideas. In each case, a burst of technological change was followed by a period of slow adjustment. If, as Marshall McLuhan (1969) has suggested, "media are often put out before they are thought out," then there was ample time to think through the impact of one media before another was introduced. As historians and literary scholars have long noted, the explosion of new technologies at the end of the 19th century sparked a period of profound self-consciousness which we now call modernism. Modernism impacted all existing institutions, reshaped all modes of artistic expression, and sparked a series of intellectual breakthroughs whose impact is still being felt today. If anything, the rate of technological and cultural change has accelerated as we have moved through the 20th century and shows no signs of slowing down as we enter the 21st century. The turnover of technologies is rapid; the economic fallout cataclysmic; and the cultural impact unpredictable.

Today, the introduction of new media technologies sparks social and aesthetic experimentation. Anthropologist Grant McCracken has described the present moment as one of cultural "plenitude," represented by an ever-expanding menu of cultural choices and options. McCracken argues that "plentitude" is emerging because the cultural conditions are ripe for change, because new media technologies have lowered barriers to entry into the cultural marketplace, and because those traditional institutions which held innovation in check have declined in influence (what he calls "the withering of the witherers".) The result has been the diversification of cultural production. Each new technology spawns a range of different uses, inspires a diversity of aesthetic responses, as it gets taken up and deployed by different communities of users. Such transformations broaden the means of self and collective expression.

2. Convergent. Every major idea, image, sound, story, brand, and relationship will play itself out across the broadest possible range of media channels. As Henry Jenkins (2006) argues in Convergence Culture: Where Old and New Media Collide, convergence is being shaped top-down by the decisions being made by massive media conglomerates who have controlling interest across all possible media systems and who enjoy the power to insure that their content circulates globally. It is in their economic interest to move any successful media content from one delivery system to another in order to maximize profit and broaden market potential. At the same time, convergence is being shaped bottom-up by the participatory impulses of consumers, who want the ability to control and shape the flow of media in their lives; they want the media they want when they want it and where they want it. And, as a result, they pull media content into new spaces illegally if that content is not available for purchase in those formats. Moreover, these consumers are taking advantage of the new media technologies to respond to, remix and repurpose existing media content; they use the web to talk back to media producers or tell their own stories about fictional characters.

3. Everyday. The technologization of the American home has been an ongoing process across the 20th century. Our family rooms have become home entertainment centers. Our family hearths are now electronic. Media technologies are fully integrated into our everyday social interactions. In some ways, these technologies have been a wedge between family members; young people often deploy media to cut themselves off from the people around them. Yet, at the same time, these new technologies have enabled greater connection to more dispersed family members, helping to combat some of the forces which are breaking down extended families. The science fiction writer Bruce Sterling famously contrasted the monumental technical achievements of the early 20th century ("the great steam-snorting wonders of the past") with the more everyday and familiar technologies of the late 20th century ("the personal computer, the Sony Walkman, the portable telephone, the soft contact lens.") Contemporary technology "sticks to the skin, responds to the touch....pervasive, utterly intimate. Not outside us, but next to us." There is a danger that as this technology becomes so familiar, so much a part of our daily routines that it becomes invisible to us: we can no more see the layer of media that surrounds us than fish notice the water they are swimming in.

At the same time, we can now take our media with us wherever we go. We are still coming to grips with the full implications of this latest shift in media access. Once again, this technology can be used to cut us off from our environment and isolate us from people around us -- the iPod is advertised as allowing us to create a soundtrack for our lives. In some cases, the availability of these media adds a sense of tentativeness to our real world interactions which can now be interrupted at any time by demands from elsewhere. We engage in what sociologist Linda Stone calls "continuous partial attention," shifting focus between mediated and face to face inputs as different needs arrive. We can also use these technologies to annotate our environment -- giving us access to information when we need it and thus to heighten our awareness of the world around us. As Mizuko Ito has described, we can use these technologies to maintain ongoing contact with the people in our lives who matter to us the most. And as Howard Rhiengold has suggested, we can use these technologies to mobilize quickly in response to urgent demands on our attention.

4. Appropriative. New technologies make it easy for people to sample and repurpose media images. We can now quote and recontextualize recorded sounds and images (both still and moving) almost as easily as we can quote and recontextualize words. Increasingly, our culture communicates through snippets of borrowed media content. Young people construct a mix tape to share how they feel with each other. They create a collage of images to express how they see themselves. Their webpages function as the digital equivalent of the old commonplace books, a heady mixture of personal expressions and borrowed materials. Artists have always borrowed and built upon earlier works in their tradition. As the new technologies has expanded who gets to express themselves through media, this practice of creative rewriting of previous works has also become more widespread. We still do not have a well considered ethics of appropriation. We are expressing ourselves in new ways but we do not yet have the conceptual resources to allow us to pull back and reflect on what we are creating.

New communications technologies, such as the digital video recorder or the DVD player, allow consumers to more fully control the flow of media into their homes. New modes of entertainment, such as computer and video games, depend on our active engagement: we do not simply consume them; we make them happen. Online fan communities and modding cultures are blurring the lines between consumer and producer. We want to become a part of the media experiences which matter to us; we want to create and share our own media with others. In some ways, mass media displaced the participatory impulses which characterized the folk culture of 19th century America: we moved from a country of cultural producers to one of cultural consumers. Amateur cultural production was pushed underground, hidden from view, through it was not totally destroyed by the rise of mass media. The Web has made this layer of amateur production more visible again, providing an infrastructure where amateurs can share what they created with each other: this ability to share media has helped to motivate media production, resulting in an explosion of grassroots expression.

5. Networked -- Media technologies are interconnected so that messages flow easily from one place to another and from one person to another. Communication occurs at a variety of levels -- from intimate and personal to public and large-scale. The one sender-many receiver model which dominated print culture and modern mass media is giving way to a many-to-many model in which any given participant can easily circulate their work to a larger community. The capacity to "network" has emerged as an important social and professional skill. Young people become adept at calculating the advantages and disadvantages of deploying different communications systems for different purposes -- trying to decide how to communicate their ideas only to those people they want to see them while maintaining privacy from unwanted observation.

6. Global -- Media content flows fluidly across national borders; people deploy the new communication networks to interact with others around the world. The global scale of this new media landscape changes the way we think about ourselves and our place in the world. We might imagine a progression from nations sending single diplomats to interact with each other over a distance to the modern era of international flight where many have the experience of directly visiting other parts of the world to the present moment when an increasing number of people interact daily, if not hourly, with people living on the other side of the planet. The long-term consequences of this experiment in global cultural exchange are still being discovered. Some have argued that this expanded communication will bring about greater understanding; others see the return to fundamentalism as a reaction against the threat posed by these global exchanges. Some worry that the most economically powerful nations will overwhelm the rest, insuring a homogenization of global cultures; others contend that such a world requires the constant production of cultural difference in order to satisfy a seemingly insatiable hunger to step outside the parochialism of our own culture.

7. Generational -- Historically, cultural traditions and norms were passed from one generation to another: these kinds of transfer constituted a primary focus of educational practices in these traditional societies. Throughout the 20th century, however, as the rate of technological and cultural change accelerated, young people adopted cultural styles and values radically different and often fundamentally at odds with their parent's generation. Recent research suggests that young people and adults live in fundamentally different media environments, using communications technologies in different ways and forming contradictory interpretations of their experiences. Adults know less than they think about what young people are doing on line and young people know less than they think about the values and assumptions that shape adult's relationship to media.

8. Unequal -- Some have suggested that this new media culture should be described as "elective," suggesting that people can opt in and out of different levels of participation. Roles are adopted and shed easily at least by those who have the access and skills needed to adjust quickly to new communities. Yet, in another sense, it would be wrong to describe these cultures as "elective." In so far as participation within them represents a new source of power, wealth, and knowledge, it also represents a new site of privilege and inequality. Participating may be elective for those who have the resources needed to belong in the first place but no such option can be exercised by those who are being left behind. Expanding access to cyberspace has the potential of empowering new segments of the public to become fuller participants in cultural and civic life, yet we can be concerned by the ability of these electronic technologies to render invisible anyone who is not able to participate. As British research Sonia Livingstone notes, ""teaching the skills required to produce content is more crucial than ever. Indeed, not to do so would be positively disempowering for citizens given the present rush to duplicate, or even to displace, our present social and political institutions online." .

Of these eight traits, the only one which might describe our current educational institutions is "unequal." Otherwise, our schools have not kept pace with the changing environment around them. If we were to start from scratch and design an educational system to meet the needs of the culture we have just described, it would look very little like the current school system. Our schools doubly fail kids -- offering them neither the insights they need to avoid the risks nor the opportunity to exploit the potentials of this new participatory culture. Indeed, the skills kids need to function in the new media landscape are skills which are often read as dysfunctional and disruptive in the context of formal education. Kids are, for the most part, learning these skills on their own, outside of school, with the consequence that they are unevenly distributed across the population.

Confronting the Challenges of a Participatory Culture (Part Seven)

This is the last installment of my series on the white paper which we wrote for the MacArthur Foundation on participatory culture and media literacy. If you want to read the whole paper, check it out here. If you want to learn more about the work that the MacArthur Foundation is doing on youth and digital learning, you can follow their blog -- which regularly features comments from some of the country's leading educators and experts on youth media. This last installment concludes with some general thoughts about what all of this means for parents, schools, and after school based programs. Project nml will now be turning its attention to developing a range of curricular materials and activities based on this framework, which we will be rolling out through this blog, among many other places.

Thanks for taking the time to read through this material. Do let us know what you think and do share this with others you think would be interesting.

Once again let me acknowledge the contributions of Ravi Purushotma, Margaret Weigel, Katherine Clinton, and Alice J. Robison without whom it would have been impossible to pull this report together.

Who Should Respond? A Systemic Approach to Media Education

We have identified three core problems that should concern all of us who care about the development and well-being of American's young people:

• How do we ensure that every child has access to the skills and experiences needed to become a full participant in the social, cultural, economic, and political future of our society?

• How do we ensure that every child has the ability to articulate his or her understanding of the way that media shapes perceptions of the world?

• How do we ensure that every child has been socialized into the emerging ethical standards that will shape their practices as media makers and as participants within online communities?

We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture:

Play -- the capacity to experiment with your surroundings as a form of problem-solving

Performance -- the ability to adopt alternative identities for the purpose of improvisation and discovery

Simulation -- the ability to interpret and construct dynamic models of real world processes

Appropriation -- the ability to meaningfully sample and remix media content

Multitasking -- the ability to scan one's environment and shift focus as needed to salient details.

Distributed Cognition -- the ability to interact meaningfully with tools that expand mental capacities

Collective Intelligence -- the ability to pool knowledge and compare notes with others toward a common goal

Judgment -- the ability to evaluate the reliability and credibility of different information sources

Transmedia Navigation -- the ability to follow the flow of stories and information across multiple modalities

Networking -- the ability to search for, synthesize, and disseminate information

Negotiation -- the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.

Some children are acquiring some of these skills through their participation in the informal learning communities that surround popular culture. Some teachers are incorporating some of these skills into their classroom instruction. Some afterschool programs are incorporating some of these skills into their activities. Yet, as the above qualifications suggest, the integration of these important social skills and cultural competencies remains haphazard at best. Media education is taking place for some youth across a variety of contexts, but it is not a central part of the educational experience of all students. Our goal for this report is to encourage greater reflection and public discussion on how we might incorporate these core principles systematically across curricula and across the divide between in-school and out-of-school activities. Such a systemic approach is needed if we are to close the participation gap, confront the transparency problem, and help young people work through the ethical dilemmas they face in their everyday lives. Such a systemic approach is needed if children are to acquire the core social skills and cultural competencies needed in a modern era.

Schools

In the above descriptions of core social skills and cultural competencies, we have spotlighted a range of existing classroom practices that help children become fuller participants in the new media landscape: the use of educational simulations, alternative and augmented reality games, webquests, production activities, blogs and wikis, and deliberation exercises. Such exercises involve actively applying new techniques of knowledge production and community participation to the existing range of academic subjects in the established school curriculum. We have seen how history classes are making use of educational games, how science classes are teaching youth to evaluate and construct simulations, how literature classes are embracing role play and appropriation, how math classes might explore the value of distributed cognition, and how foreign language classes are bridging cultural differences via networking. As these examples suggest, many individual schools and educators are experimenting with new media technologies and the processes of collaboration, networking, appropriation, participation, and expression that they enable. They are engaging students in real-world inquiries that require them to search out information, interview experts, connect with other students around the world, generate and share multimedia, assess digital documents, write for authentic audiences, and otherwise exploit the resources of the new participatory culture.

We see this report as supporting these individual educators by encouraging a more systemic consideration of the place these skills should assume in pedagogical practice. We believe that these core social skills and cultural competencies have implications across the school curriculum, with each teacher assuming responsibility for helping students develop the skills necessary for participation within their discipline. Clearly, more discipline-specific research is needed to more fully understand the value and relevance of these skills to different aspects of the school curriculum. Skills that are already part of the professional practices of scientists, historians, artists, and policymakers can also help inform how we introduce students to these disciplines.

Much of the resistance to media literacy training springs from the sense that the school day is bursting at its seams, that we cannot cram in any new tasks without the instructional system breaking down altogether. For that reason, we do not want to see media literacy treated as an add-on subject. Rather, we should view its introduction as a paradigm shift, one that, like multiculturalism or globalization, reshapes how we teach every existing subject. Media change is affecting every aspect of our contemporary experience, and as a consequence, every school discipline needs to take responsibility for helping students to master the skills and knowledge they need to function in a hypermediated environment.

After School

Afterschool programs may encourage students to examine more directly their relationship to popular media and participatory culture. Afterschool programs may introduce core technical skills that students need to advance as media makers. In these more informal learning contexts, students may explore rich examples of existing media practice and develop a vocabulary for critically assessing work in these emerging fields. Students may also have more time to produce their own media and to reflect on their own production activities. The approach proposed here takes the best of several contemporary approaches to media education, fusing the critical skills and inquiry associated with media literacy with the production skills associated with the Computer Clubhouses, and adding to both a greater awareness of the politics and practice of participatory culture.

The media literacy movement emerged in response to the rise of mass media. Here, for example, is a classic definition of media literacy created by the Ontario Association for Media Literacy in 1989:

Media literacy is concerned with developing an informed and critical understanding of the nature of the mass media, the techniques used by them, and the impact of those techniques. It is education that aims to increase students' understanding and enjoyment of how the media work, how they produce meaning, how they are organized, and how they construct reality. Media literacy also aims to provide students with the ability to create media products.

Although some media literacy educators have instituted groundbreaking work on digital media, the bulk of presentations at national conferences are still focused on more traditional media -- print, broadcast, cinema, popular music, advertising -- which are assumed to exert the greatest influence on young people's lives.

Media literacy educators are not wrong to be concerned by the concentrated power of the media industry, but they must also realize that this is only part of a more complex picture. We live in a world in which media power is more concentrated than ever before and yet the ability of everyday people to produce and distribute media has never been more free. Existing media literacy materials give us a rich vocabulary for thinking about issues of representation, helping students to think critically about how the media frames perceptions of the world and reshapes experience according to its own codes and conventions. Yet these concepts need to be rethought for an era of participatory culture.

Consider, for example, the framework for media literacy proposed by Thoman and Jolls:

•

Who created the message?

• What creative techniques are used to attract my attention?

• How may different people understand this message differently than me?

• What lifestyles, values, and points of view are represented in - or omitted from - this message?

• Why is this message being sent?

There is much to praise in these questions: they understand media as operating within a social and cultural context; they recognize that what we take from a message is different from what the author intended; they focus on interpretation and context as well as motivation; they are not tied up with a language of victimization.

Yet, note that each question operates on the assumption that the message was created elsewhere and that we are simply its recipients (critical, appropriating, or otherwise). We would add new complexity and depth to each of these questions if we rephrased them to emphasize individuals' own active participation in selecting, creating, remaking, critiquing, and circulating media content. One of the biggest contributions of the media literacy movement has been this focus on inquiry, identifying core questions that can be asked of a broad range of different media forms and experiences. This inquiry process seems key to overcoming the transparency problems identified above.

By contrast, education for the digital revolution stressed tools above all else. The challenge was to wire the classroom and prepare youth for the demands of the new technologies. Computer Clubhouses sprang up around the country to provide learning environments where youth could experiment with new media techniques and technologies. The goal was to allow students to set and complete their own tasks with the focus almost entirely on the production process. Little effort was made to give youth a context for thinking about these changes or to reflect on the new responsibilities and challenges they faced as participants in the digital culture. We embrace the constructivist principles that have shaped the Computer Clubhouse movement: youth do their best work when engaged in activities that are personally meaningful to them. Yet, we also see a value in teaching youth how to evaluate their own work and appraise their own actions, and we see a necessity of helping them to situate the media they produce within its larger social, cultural, and legal context.

We have developed an integrated approach to media pedagogy founded on exercises that introduce youth to core technical skills and cultural competencies, exemplars that teach youth to critically analyze existing media texts, expressions that encourage youth to create new media content, and ethics that encourage youth to critically reflect on the consequences of their own choices as media makers.

School-based and afterschool programs serve distinct but complementary functions. We make a mistake when we use afterschool programs simply to play catch-up on school-based standards or to merely reinforce what schools are already teaching. Afterschool programs should be a site of experimentation and innovation, a place where educators catch up with the changing culture and teach new subjects that expand children's understanding of the world. Afterschool programs focused on media education should function in a variety of contexts. Museums, public libraries, churches, and social organizations (such as the YWCA or the Boy Scouts) can play important roles, each drawing on its core strengths to expand beyond what can be done during the official school day.

Parents

We also see an active role for parents to play in shaping children's earliest relationship to media and reinforcing their emerging skills and competencies. The new media technologies give parents greater control over the flow of media into their lives than ever before, yet parents often describe themselves as overwhelmed by the role that media plays in their children's everyday activities. As UK Children Go On-line concluded, "Opportunities and risks go hand in hand...The more children experience one, the more they also experience the other." Rather than constraining choices to protect youth from risks, the report advocates doing a better job helping youth master the skills they need to exploit opportunities and avoid pitfalls.

Parents lack basic information that would help them deal with both the expanding media options and the breakdown of traditional gatekeeping functions. Most existing research focuses on how to minimize the risks of exposure to media, yet we have stressed the educational benefits of involvement in participatory culture. The first five or six years of a child's life are formative for literacy and social skills, and parents can play an important in helping children acquire the most basic versions of the skills we have described here. Throughout children's lives, parents play important roles in helping them make meaningful choices in their use of media and in helping them anticipate the consequences of the choices they make. Adults often are led by fears and anxieties about new forms of media that were not a part of their own childhood, and which they do not fully understand. There are few, if any, books that offer parents advice on how to make these choices or that offer information about the media landscape. Few education programs help parents to acquire skills and self-confidence to help their children master the new media literacies. There are few sites that provide up-to-date and ongoing discussions of some of the issues surrounding the place of media in children's lives.

The Challenge Ahead: Ensuring that All Benefit from the Expanding Media Landscape

Writing in the Chronicle of Higher Education (May 19, 2006), Bill Ivey, the former chairman of the National Endowment for the Arts, and Steven J. Tepper, a professor of Sociology at Vanderbilt University, described what they see as the long term consequences of this participation gap:

Increasingly, those who have the education, skills, financial resources, and time required to navigate the sea of cultural choice will gain access to new cultural opportunities....They will be the pro-ams who network with other serious amateurs and find audiences for their work. They will discover new forms of cultural expression that engage their passions and help them forge their own identities, and will be the curators of their own expressive lives and the mavens who enrich the lives of others....At the same time, those citizens who have fewer resources--less time, less money, and less knowledge about how to navigate the cultural system--will increasingly rely on the cultural fare offered to them by consolidated media and entertainment conglomerates...Finding it increasingly difficult to take advantage of the pro-am revolution, such citizens will be trapped on the wrong side of the cultural divide. So technology and economic change are conspiring to create a new cultural elite--and a new cultural underclass. It is not yet clear what such a cultural divide portends: what its consequences will be for democracy, civility, community, and quality of life. But the emerging picture is deeply troubling. Can America prosper if its citizens experience such different and unequal cultural lives?

Ivey and Tepper bring us back to the core concerns that have framed this essay: how can we "ensure that all students benefit from learning in ways that allow them to participate fully in public, community, [Creative] and economic life?" How do we guarantee that the rich opportunities afforded by the expanding media landscape are available to all? What can we do through schools, afterschool programs, and the home to give our youngest children a head start and allow our more mature youth the chance to develop and grow as effective participants and ethical communicators? This is the challenge that faces education at all levels at the dawn of a new era of participatory culture.

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (Part Two)

What follows is a second excerpt from the white paper which I authored, along with Ravi Purushotma, Margaret Weigel, Katherine Clinton, and Alice J. Robison, for the MacArthur Foundation. The report is intended to offer a provocation for educators at all levels to think about how our pedagogical practices need to shift to reflect the demands of a more participatory culture. In Part One, I outlined some of the changes that are taking place in the media landscape and the ways they impacted young people. In Part Two, I make the case for why adult intervention is needed and why youth will not be able to make these adjustments all on their own. My hope is that the release of this report will stimulate reflection and discussion among educators, parents, and students about the ways media education is or is not being taught through school and after-school programs. I hope this discussion will also be of interest to the many other groups who read this blog -- many of whom are helping to shape the participatory culture we are discussing here and thus have some responsibility for thinking about how we insure that every youth is given a chance to participate.

As always, I welcome questions and comments. I am going to try to respond to any questions I receive once I have rolled out all of the parts of this report via the blog. While I have excluded sources from the blog version to insure ease of reading, you can see a full bibliography in the downloaded document.

Why We Should Teach Media Literacy: Three Core Problems

Some defenders of the new digital cultures have acted as though youth can simply acquire these skills on their own without adult intervention or supervision. Children and youth do know more about these new media environments than most parents and teachers. In fact, we do not need to protect them so much as engage them in critical dialogues that help them to articulate more fully their intuitive understandings of these experiences. To say that children are not victims of media is not to say that they, any more than anyone else, have fully mastered what are, after all, complex and still emerging social practices.

There are three core flaws with the laissez faire approach. The first is that it does not address the fundamental inequalities in young people's access to new media technologies and the opportunities for participation they represent (what we call the participation gap). The second is that it assumes that children are actively reflecting on their media experiences and can thus articulate what they learn from their participation (what we call the transparency problem). The third problem with the laissez faire approach is that it assumes children, on their own, can develop the ethical norms needed to cope with a complex and diverse social environment online (the ethics challenge). Any attempt to provide meaningful media education in the age of participatory culture must begin by addressing these three core concerns.

The Participation Gap

Cities around the country are providing wireless Internet access for their residents. Some cities, such as Tempe, Arizona, charge users a fee: others, such as Philadelphia, Boston, and Cambridge, plan to provide high-speed wireless Internet access free of charge. In an interview on PBS's Nightly News Hour in November 2005, Philadelphia mayor John Street spoke of the link between Internet access and educational achievement:

Philadelphia will allow low-income families, families that are on the cusp of their financial capacity, to be able to be fully and completely connected. We believe that our public school children should be--their families have to be connected or else they will fall behind, and, in many cases, never catch up.

Philadelphia's Emergency People's Shelter (EPS) is ahead of the curve; the nonprofit group's free network access serves shelter residents and the surrounding neighborhood. Gloria Guard of EPS said,

What we realized is if we can't get computers into the homes of our constituents and our neighbors and of this neighborhood, there are children in those households who will not be able to keep up in the marketplace. They won't be able to keep up with their schoolmates. They won't be able to even apply for college. We thought it was really important to get computer skills and connection to the Internet into as many homes as possible

However, simply passing out technology is not enough. Expanding access to computers will help bridge some of the gaps between digital haves and have nots, but only in a context in which free wi-fi is coupled with new educational initiatives to help youth and adults learn how to use those tools effectively.

Throughout the 1990s, the country focused enormous energy in combating the digital divide in technological access. The efforts have ensured that most American youth have at least minimal access to networked computers at school or in public libraries. However, as a 2005 report on children's online experience in the United Kingdom concluded:

No longer are children and young people only or even mainly divided by those with or without access, though 'access' is a moving target in terms of speed, location, quality and support, and inequalities in access do persist. Increasingly, children and young people are divided into those for whom the Internet is an increasingly rich, diverse, engaging and stimulating resource of growing importance in their lives and those for whom it remains a narrow, unengaging, if occasionally useful, resource of rather less significance

What a person can accomplish with an outdated machine in a public library with mandatory filtering software and no opportunity for storage or transmission pales in comparison to what person can accomplish with a home computer with unfettered Internet access, high bandwidth, and continuous connectivity. (Current legislation to block access to social networking software in schools and public libraries will further widen the participation gap.) The school system's inability to close this participation gap has negative consequences for everyone involved. On the one hand, those youth who are most advanced in media literacies are often stripped of their technologies and robbed of their best techniques for learning in an effort to ensure a uniform experience for all in the classroom. On the other hand, many youth who have had no exposure to these new kinds of participatory cultures outside school find themselves struggling to keep up with their peers.

Wartella, O'Keefe, and Scantlin reached a similar conclusion:

Closing the digital divide will depend less on technology and more on providing the skills and content that is most beneficial....Children who have access to home computers demonstrate more positive attitudes towards computers, show more enthusiasm and report more enthusiasm and ease when using computers than those who do not.

More often than not, those youth who have developed the most comfort with the online world are the ones who dominate classroom use of computers, pushing aside less technically skilled classmates. We would be wrong, however, to see this as a simple binary: youth who have technological access and those who do not. Wartella and coauthors note, for example, that game systems make their way into a growing number of working-class homes, even if laptops and personal computers do not. Working-class youth may have access to some of the benefits of play described here, but they may still lack the ability to produce and distribute their own media.

In a 2005 report prepared for the MacArthur Foundation, Lyman finds that children's experiences online are shaped by a range of social factors, including class, age, gender, race, nationality, and point of access. He notes, for example, that middle-class youth are more likely to rely on resources and assistance from peers and family within their own homes, and thus seem more autonomous at school than working-class children, who must often rely more heavily on teachers and peers to make up for a lack of experience at home. The middle-class children thus seem "naturally" superior in their use of technology, further amplifying their own self-confidence in their knowledge.

Historically, those youth who had access to books or classical recordings in their homes, whose parents took them to concerts or museums, or who engaged in dinner conversation developed, almost without conscious consideration, skills that helped them perform well in school. Those experiences, which were widespread among the middle class and rare among the working class, became a kind of class distinction, which shaped how teachers perceived students. These new forms of cultural participation may be playing a similar role. These activities shape what skills and knowledge students bring into the classroom, and in this fashion determine how teachers and peers perceive these students. Castells tells us about youth who are excluded from these experiences:

"Increasingly, as computer use is ever less a lifestyle option, ever more an everyday necessity, inability to use computers or find information on the web is a matter of stigma, of social exclusion; revealing not only changing social norms but also the growing centrality of computers to work, education and politics"

Writing on how contemporary industry values our "portfolios" as much as our knowledge, Gee suggests that what gives elite teens their head start is their capacity to:

pick up a variety of experiences (e.g., the "right" sort of summer camps, travel, and special activities), skills (not just school-based skills, but a wide variety of interactional, aesthetic, and technological skills), and achievements (honors, awards, projects) in terms of which they can help to define themselves as worthy of admission to elite educational institutions and worthy of professional success later in life".

They become adept at identifying opportunities for leadership and accomplishment; they adjust quickly to new situations, embrace new roles and goals, and interact with people of diverse backgrounds. Even if these opportunities are not formally valued by our educational institutions or listed on one's resume when applying for a job, the skills and self confidence gathered by moving across all of these online communities surely manifest themselves in other ways, offering yet another leg up to youth on one side and another disadvantage to youth on the opposite side of the participation gap.

The Transparency Problem

Although youth are becoming more adept at using media as resources (for creative expression, research, social life, etc.), they often are limited in their ability to examine the media themselves. Turkle was among the first to call attention to this transparency problem:

Games such as SimLife teach players to think in an active way about complex phenomena (some of them 'real life,' some of them not) as dynamic, evolving systems. But they also encourage people to get used to manipulating a system whose core assumptions they do not see and which may or may not be 'true'.

Not everyone agrees. In an essay on the game Sim City, Friedman contends that game players seek to identify and exploit the rules of the system in order to beat the game. The antagonistic relationship between player and game designer means that game players may be more suspicious of the rules structuring their experiences than are the consumers of many other kinds of media. Conversations about games expose flaws in games' construction, which may also lead to questions about their governing assumptions. Subsequent games have, in fact, allowed players to reprogram the core models. One might argue, however, that there is a difference between trying to master the rules of the game and recognizing the ways those rules structure our perception of reality. It may be much easier to see what is in the game than to recognize what the game leaves out.

This issue of transparency crops up regularly in the first wave of field reports on the pedagogical use of games. Shrier developed a location-specific game for teaching American history, which was played in Lexington, Massachusetts; her game was designed to encourage reflection on competing and contradictory accounts of who fired the first shot of the American Revolution. The project asked students to experience the ways historians interpret evidence and evaluate competing truths. Such debates emerged spontaneously around the game-play experience. Yet Shrier was surprised by another phenomenon, the young people took the game's representation of historical evidence at face value, acting as if all of the information in the game was authentic.

Shrier offers several possible explanations for this transparency problem, ranging from the legacy of textbook publishing, where instructional materials did not encourage users to question their structuring or their interpretation of the data, to the tendency to "suspend our disbelief" in order to have a more immersive play experience. Squire found similar patterns when he sought to integrate the commercial game, Civilization III, into world history classes. Students were adept at formulating "what if" hypotheses, which they tested through their game play. Yet, they lacked a vocabulary to critique how the game itself constructed history, and they had difficulty imagining how other games might represent the same historical processes in different terms. In both cases, students were learning how to read information from and through games, but they were not yet learning how to read games as texts, constructed with their own aesthetic norms, genre conventions, ideological biases, and codes of representation. These findings suggest the importance of coupling the pedagogical use of new media technologies with a greater focus on media literacy education.

These concerns about the transparency of games, even when used in instructional contexts, are closely related to concerns about how young people (or indeed, any of us) assess the quality of information we receive. As Hobbs has suggested, "Determining the truth value of information has become increasingly difficult in an age of increasing diversity and ease of access to information." More recent work by the Harvard Good Works Project has found that issues of format and design are often more important than issues of content in determining how much credibility young people attach to the content of a particular website. This research suggests some tendency to read "professional" sites as more credible than "amateur" produced materials, although students lack a well developed set of standards for distinguishing between the two. In her recent book, The Internet Playground, Seiter expresses concern that young people were finding it increasingly difficult to separate commercial from noncommercial content in online environments: "The Internet is more like a mall than a library; it resembles a gigantic public relations collection more than it does an archive of scholars" .

Increasingly, content comes to us already branded, already shaped through an economics of sponsorship, if not overt advertising. We do not know how much these commercial interests influence what we see and what we don't see. Commercial interests even shape the order of listings on search engines in ways that are often invisible to those who use them. Increasingly, opportunities to participate online are branded such that even when young people produce and share their own media, they do so under terms set by commercial interests. Children, Seiter found, often had trouble identifying advertising practices in the popular Neopets site, in part because the product references were so integrated into the game. The children were used to a world where commercials stood apart from the entertainment content and equated branding with banner advertisements. This is where the transparency issue becomes especially dangerous. Seiter concludes, "The World Wide Web is a more aggressive and stealthy marketeer to children than television ever was, and children need as much information about its business practices as teachers and parents can give them". Children need a safe space within which they can master the skills they need as citizens and consumers, as they learn to parse through messages from self-interested parties and separate fact from falsehood as they begin to experiment with new forms of creative expression and community participation.

The Ethics Challenge

In Making Good: How Young People Cope with Moral Dilemmas at Work, Fischman and coauthors discuss how young journalists learn the ethical norms that will define their future professional practice. These writers, they find, acquired their skills most often by writing for high school newspapers. For the most part, the authors suggest, student journalists worked in highly cohesive and insulated settings. Their work was supervised, for better or worse, by a range of adult authorities, some interested in promoting the qualities of good journalism, some concerned with protecting the reputation of the school. Their work was free of commercial constraints and sheltered from outside exposure. The ethical norms and professional practices they were acquiring were well understood by the adults around them.

Now, consider how few of those qualities might be applied to the emerging participatory cultures. In a world in which the line between consumers and producers is blurring, young people are finding themselves in situations that no one would have anticipated a decade or two ago. Their writing is much more open to the public and can have more far-reaching consequences. The young people are creating new modes of expression that are poorly understood by adults, and as a result they receive little to no guidance or supervision. The ethical implications of these emerging practices are fuzzy and ill-defined. Young people are discovering that information they put online to share with their friends can bring unwelcome attention from strangers.

In professional contexts, professional organizations are the watchdog of ethical norms. Yet in more casual settings, there is seldom a watchdog. No established set of ethical guidelines shapes the actions of bloggers and podcasters, for example. How should teens decide what they should or should not post about themselves or their friends on Live Journal or MySpace? Different online communities have their own norms about what information should remain within the group and what can be circulated more broadly, and many sites depend on self-disclosure to police whether the participants are children or adults. Yet, many young people seem willing to lie to access those communities.

Ethics become much murkier in game spaces, where identities are assumed and actions are fictive, designed to allow broader rein to explore darker fantasies. That said, unwritten and often imperfectly shared norms exist about acceptable or unacceptable conduct. Essays, such as Julian Dibbel's "A Rape in Cyberspace", Henry Jenkins's "Playing Politics in Alphaville", and Always-black's "Bow Nigger" offer reminders that participants in these worlds understand the same experiences in very different terms and follow different ethical norms as they face off against each other.

In Making Good, Fischman and coauthors found that high school journalists felt constrained by the strong social ties in their high school, unwilling to publish some articles they believed would be received negatively by their peers or that might disrupt the social dynamics of their society. What constraints, if any, apply to in online realms? Do young people feel that same level of investment in their gaming guilds or their fan communities? Or does the ability to mask one's identity or move from one community to another mean there are less immediate consequences for antisocial behavior?

One important goal of media education should be to encourage young people to become more reflective about the ethical choices they make as participants and communicators and the impact they have on others. We may, in the short run, have to accept that cyberspace's ethical norms are in flux: we are taking part in a prolonged experiment in what happens when one lowers the barriers of entry into a communication landscape. For the present moment, asking and working through questions of ethical practices may be more valuable than the answers produced because the process will help everyone to recognize and articulate the different assumptions that guide their behavior.

As we think about meaningful pedagogical intervention, we must keep in mind three core concerns:

• How do we ensure that every child has access to the skills and experiences needed to become a full participant in the social, cultural, economic, and political future of our society?

• How do we ensure that every child has the ability to articulate his or her understanding of how media shapes perceptions of the world?

• How do we ensure that every child has been socialized into the emerging ethical standards that should shape their practices as media makers and as participants in online communities?

To address these challenges, we must rethink which core skills and competencies we want our children to acquire in their learning experiences. The new participatory culture places new emphasis on familiar skills that have long been central to American education; it also requires teachers to pay greater attention to the social skills and cultural competencies that are emerging in the new media landscape. In the next sections, we provide a framework for thinking about the type of learning that should occur if we are to address the participation gap, the transparency problem, and the ethics challenges.

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (Part One)

I spent Thursday in New York speaking on a panel with the University of Chicago's Nicole Pinkard and the University of Southern California's Mimi Ito as part of the public launch of the MacArthur Foundation's exciting slate of new initiatives in the area of youth, learning, and digital media. People interested in understanding the full context of this initiative should keep an eye on the Foundation's new blog. The event was simulcast on Second Life and on Teen Second Life.

This is the context in which we have been pursuing our own Project nml (New Media Literacies) initiatives which I have been discussing from time to time in this blog. The New York City press event was the launching point for a white paper which I wrote for MacArthur identifying what we see as the key social skills and cultural competencies which young people need to be full participants in convergence culture. In Convergence Culture, I devote one chapter to thinking about the impact of participatory culture on our current understandings of education. Here I -- and my collaborators Ravi Purushotma, Margaret Weigel, Katherine Clinton, and Alice J. Robison -- have been able to dig much deeper into the pedagogical implications of the world I discuss in the book as well as to lay out some of the key insights from contemporary research on informal learning, games-based pedagogy, online communities, and participatory culture.

My hope is that this white paper will spark conversations among educators at all levels -- in schools and in after school programs, in public institutions, and in churches and other community centers -- about how we need to change our practices to reflect the new ways that young people are engaging with the world around them.

In hopes of sparking such a conversation, I am publishing the white paper in installments through my blog. This first installment sets the stage, describing some of the challenges and opportunities participatory culture represents in the lives of our young people.

For those of you who are impatient and want to read the whole report at once, you can download it here.

The Needed Skills in the New Media Culture

"If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, [Creative] and economic life."

-- New London Group

Ashley Richardson was a middle-schooler when she ran for president of Alphaville. She wanted to control a government that had more than 100 volunteer workers and that made policies that affected thousands of people. She debated her opponent on National Public Radio. She found herself in the center of a debate about the nature of citizenship, about how to ensure honest elections, and about the future of democracy in a digital age. Alphaville is the largest city in the popular multiplayer game, The Sims Online.

Heather Lawver was 14 years old. She wanted to help other young people improve their reading and writing skills. She established an online publication with a staff of more than 100 people across the world. Her project was embraced by teachers and integrated into their curriculum. She emerged as an important spokesperson in a national debate about intellectual property. The website Lawver created was a school newspaper for the fictional Hogwarts, the location for the popular Harry Potter books.

Blake Ross was 14 years old when he was hired for a summer internship at Netscape. By that point, he already had developed computer programming skills and published his own website. Frustrated by many of the corporate decisions made at Netscape, Ross decided to design his own web browser. Through the joint participation of thousands of other volunteer youth and adults working on his project worldwide, the Firefox web browser was born. Today, Firefox enjoys more than 60 times as many users as Netscape Navigator. By age 19, Ross had the venture capital needed to launch his own start-up company. His interest in computing was sparked by playing the popular video game, Sim City.

Josh Meeter was about to graduate from high school when he completed the claymation animation for Awards Showdown, which subsequent was widely circulated on the web. Meeter negotiated with composer John Williams for the rights to use excerpts from his film scores. By networking, he was able to convince Stephen Spielberg to watch the film, and it was later featured on the Spielberg's Dreamworks website. Meeter is now starting work on his first feature film.

Richardson, Lawver, Ross, and Meeter are the future politicians, activists, educators, writers, entrepreneurs, and media makers. The skills they acquired--learning how to campaign and govern; how to read, write, edit, and defend civil liberties; how to program computers and run a business; how to make a movie and get it distributed--are the kinds of skills we might hope our best schools would teach. Yet, none of these activities took place in schools. Indeed, many of these youth were frustrated with school; some dropped out and others chose to graduate early. They developed much of the skill and knowledge through their participation in the informal learning communities of fans and gamers.

Richardson, Lawver, Ross, and Meeter are exceptional individuals. In any given period, exceptional individuals will break all the rules and enjoy off-the-charts success--even at surprisingly young ages. But, Richardson, Lawver, Ross, and Meeter are perhaps less exceptional than one might at first imagine.

According to a 2005 study conducted by the Pew Internet and American Life project, more than one-half of all American teens--and 57 percent of teens who use the Internet--could be considered media creators. For the purpose of the study, a media creator is someone who created a blog or webpage, posted original artwork, photography, stories or videos online or remixed online content into their own new creations. Most have done two or more of these activities. One-third of teens share what they create online with others, 22 percent have their own websites, 19 percent blog, and 19 percent remix online content.

Contrary to popular stereotypes, these activities are not restricted to white suburban males. In fact, urban youth (40 percent) are somewhat more likely than their suburban (28 percent) or rural (38 percent) counterparts to be media creators. Girls aged 15-17 (27 percent) are more likely than boys their age (17 percent) to be involved with blogging or other social activities online. The Pew researchers found no significant differences in participation by race-ethnicity.

If anything, the Pew study undercounts the number of American young people who are embracing the new participatory culture. The Pew study did not consider newer forms of expression, such as podcasting, game modding or machinima. Nor did it count other forms of creative expression and appropriation, such as music sampling in the hip hop community. These forms are highly technological but use other tools and tap other networks for their production and distribution. The study does not include even more widespread practices, such as computer or video gaming, that can require an extensive focus on constructing and performing as fictional personas. Our focus here is not on individual accomplishment but rather the emergence of a cultural context that supports widespread participation in the production and distribution of media.

Enabling Participation

"While to adults the Internet primarily means the world wide web, for children it means email, chat, games-- and here they are already content producers. Too often neglected, except as a source of risk, these communication and entertainment focused activities, by contrast with the information-focused uses at the centre of public and policy agendas, are driving emerging media literacy. Through such uses, children are most engaged-- multi-tasking, becoming proficient at navigation and manoeuvre so as to win, judging their participation and that of others, etc.... In terms of personal development, identity, expression and their social consequences-- participation, social capital, civic culture- these are the activities that serve to network today's younger generation." -- Sonia Livingstone.

Participatory Culture

For the moment, let's define participatory culture as one:

1. With relatively low barriers to artistic expression and civic engagement

2. With strong support for creating and sharing one's creations with others

3. With some type of informal mentorship whereby what is known by the most experienced is passed along to novices

4. Where members believe that their contributions matter

5. Where members feel some degree of social connection with one another (at the least they care what other people think about what they have created).

Not every member must contribute, but all must believe they are free to contribute when ready and that what they contribute will be appropriately valued.

In such a world, many will only dabble, some will dig deeper, and still others will master the skills that are most valued within the community. The community itself, however, provides strong incentives for creative expression and active participation. Historically, we have valued creative writing or art classes because they help to identify and train future writers and artists, but also because the creative process is valuable on its own; every child deserves the chance to express him- or herself through words, sounds, and images, even if most will never write, perform, or draw professionally. Having these experiences, we believe, changes the way youth think about themselves and alters the way they look at work created by others.

Most public policy discussion of new media have centered on technologies--tools and their affordances. The computer is discussed as a magic black box with the potential to create a learning revolution (in the positive version) or a black hole that consumes resources that might better be devoted to traditional classroom activities (in the more critical version). Yet, as the quote above suggests, media operate in specific cultural and institutional contexts that determine how and why they are used. We may never know whether a tree makes a sound when it falls in a forest with no one around. But clearly, a computer does nothing in the absence of a user. The computer does not operate in a vacuum. Injecting digital technologies into the classroom necessarily affects our relationship with every other communications technology, changing how we feel about what can or should be done with pencils and paper, chalk and blackboard, books, films, and recordings.

Rather than dealing with each technology in isolation, we would do better to take an ecological approach, thinking about the interrelationship among all of these different communication technologies, the cultural communities that grow up around them, and the activities they support. Media systems consist of communication technologies and the social, cultural, legal, political, and economic institutions, practices, and protocols that shape and surround them. The same task can be performed with a range of different technologies, and the same technology can be deployed toward a variety of different ends. Some tasks may be easier with some technologies than with others, and thus the introduction of a new technology may inspire certain uses. Yet, these activities become widespread only if the culture also supports them, if they fill recurring needs at a particular historical juncture. It matters what tools are available to a culture, but it matters more what that culture chooses to do with those tools.

That is why we focus in this paper on the concept of participatory cultures rather than on interactive technologies. Interactivity is a property of the technology, while participation is a property of culture. Participatory culture is emerging as the culture absorbs and responds to the explosion of new media technologies that make it possible for average consumers to archive, annotate, appropriate, and recirculate media content in powerful new ways. A focus on expanding access to new technologies carries us only so far if we do not also foster the skills and cultural knowledge necessary to deploy those tools toward our own ends.

We are using participation as a term that cuts across educational practices, creative processes, community life, and democratic citizenship. Our goals should be to encourage youth to develop the skills, knowledge, ethical frameworks, and self-confidence needed to be full participants in contemporary culture. Many young people are already part of this process through:

Affiliations -- memberships, formal and informal, in online communities centered around various forms of media, such as Friendster, Facebook, message boards, metagaming, game clans, or MySpace).

Expressions -- producing new creative forms, such as digital sampling, skinning and modding, fan videomaking, fan fiction writing, zines, mash-ups).

Collaborative Problem-solving -- working together in teams, formal and informal, to complete tasks and develop new knowledge (such as through Wikipedia, alternative reality gaming, spoiling).

Circulations -- Shaping the flow of media (such as podcasting, blogging)

The MacArthur Foundation has launched an ambitious effort to document these activities and the roles they play in young people's lives. We do not want to preempt or duplicate that effort here. For the moment, it is sufficient to argue that each of these activities contains opportunities for learning, creative expression, civic engagement, political empowerment, and economic advancement.

Through these various forms of participatory culture, young people are acquiring skills that will serve them well in the future. Participatory culture is reworking the rules by which school, cultural expression, civic life, and work operate. A growing body of work has focused on the value of participatory culture and its long-term impact on children's understanding of themselves and the world around them.

Affinity Spaces

Many have argued that these new participatory cultures represent ideal learning environments. James Paul Gee calls such informal learning cultures "affinity spaces," asking why people learn more, participate more actively, engage more deeply with popular culture than they do with the contents of their textbooks. Affinity spaces offer powerful opportunities for learning, Gee argues, because they are sustained by common endeavors that bridge differences in age, class, race, gender, and educational level, and because people can participate in various ways according to their skills and interests, because they depend on peer-to-peer teaching with each participant constantly motivated to acquire new knowledge or refine their existing skills, and because they allow each participant to feel like an expert while tapping the expertise of others. For example, Rebecca Black finds that the "beta-reading" (or editorial feedback) provided by online fan communities helps contributors grow as writers, mastering not only the basic building blocks of sentence construction and narrative structure, but also pushing them to be close readers of the works that inspire them. Participants in the beta-reading process learn both by receiving feedback on their own work and by giving feedback to others, creating an ideal peer-to-peer learning community.

Affinity spaces are distinct from formal educational systems in several ways. While formal education is often conservative, the informal learning within popular culture is often experimental. While formal education is static, the informal learning within popular culture is innovative. The structures that sustain informal learning are more provisional, those supporting formal education are more institutional. Informal learning communities can evolve to respond to short-term needs and temporary interests, whereas the institutions supporting public education have remained little changed despite decades of school reform. Informal learning communities are ad hoc and localized; formal educational communities are bureaucratic and increasingly national in scope. We can move in and out of informal learning communities if they fail to meet our needs; we enjoy no such mobility in our relations to formal education.

Affinity spaces are also highly generative environments, from which new aesthetic experiments and innovations emerge Andrew Blau's 2005 report on The Future of Independent Media argued that this kind of grassroots creativity was an important engine of cultural transformation:

The media landscape will be reshaped by the bottom-up energy of media created by amateurs and hobbyists as a matter of course. This bottom up energy will generate enormous creativity, but it will also tear apart some of the categories that organize the lives and work of media makers...A new generation of media-makers and viewers are emerging which could lead to a sea change in how media is made and consumed.

Blau's report celebrates a world in which everyone has access to the means of creative expression and the networks supporting artistic distribution. The Pew study suggests something more: young people who create and circulate their own media are more likely to respect the intellectual property rights of others because they feel a greater stake in the cultural economy. Both reports suggest we are moving away from a world in which some produce and many consume media, toward one in which everyone has a more active stake in the culture that is produced.

David Buckingham argues that young people's lack of interest in news and their disconnection from politics reflects their perception of disempowerment.

"By and large, young people are not defined by society as political subjects, let alone as political agents. Even in the areas of social life that affect and concern them to a much greater extent than adults--most notably education--political debate is conducted almost entirely 'over their heads'"

Politics, as constructed by the news, becomes a spectator sport, something we watch but do not do. Yet, the new participatory culture offers many opportunities for youth to engage in civic debates, to participate in community life, to become political leaders, even if sometimes only through the "second lives" offered by massively multiplayer games or online fan communities.

Empowerment comes from making meaningful decisions within a real civic context: we learn the skills of citizenship by becoming political actors and gradually coming to understand the choices we make in political terms. Today's children learn through play the skills they will apply to more serious tasks later. The challenge is how to connect decisions in the context of our everyday lives with the decisions made at local, state, or national levels. The step from watching television news and acting politically seems greater than the transition from being a political actor in a game world to acting politically in the "real world."

Participating in these affinity spaces also has economic implications. We suspect that young people who spend more time playing within these new media environments will feel greater comfort interacting with one another via electronic channels, will have greater fluidity in navigating information landscapes, will be better able to multitask and make rapid decisions about the quality of information they are receiving, and will be able to collaborate better with people from diverse cultural backgrounds. These claims are borne out by research conducted by Beck and Wade into the ways that early game play experiences affect subsequent work habits and professional activities. Beck and Wade conclude that gamers were more open to taking risks and engaging in competition but also more open to collaborating with others and more willing to revise earlier assumptions.

This focus on the value of participating within the new media culture stands in striking contrast to recent reports from the Kaiser Family Foundation that have bemoaned the amount of time young people spend on "screen media." The Kaiser reports collapse a range of different media consumption and production activities into the general category of "screen time" without reflecting very deeply on the different degrees of social connectivity, creativity, and learning involved. We do not mean to dismiss the very real concerns they raise: that mediated experience may squeeze out time for other learning activities; that contemporary children often lack access to real world play spaces, with adverse health consequences, that adults may inadequately supervise and interact with children about the media they consume (and produce); or concerns about the moral values and commercialization in much contemporary entertainment. Yet, the focus on negative effects of media consumption offers an incomplete picture. These accounts do not appropriately value the skills and knowledge young people are gaining through their involvement with new media, and as a consequence, they may mislead us about the roles teachers and parents should play in helping children learn and grow.

"The Only Medium That Can Make You Blush in the Dark": Learning About Radio

"There are things about not being able to see someone who is talking that somehow gives you a much more direct link to that person than if you see their face. There's an awful lot of emotion conveyed in their voice and there's an awful lot of their personality conveyed in their voice. There's the obvious thing that you are able to create your own pictures in your head. It's also a lot more intimate. It's like someone is whispering to you in the dark. There was a guy at this radio festival I go to every year called the Third Coast International Audio Festival. One thing he said was radio was the only medium that can make you blush in the dark. You have to think about it for a moment but yeah, you can't read in the dark, you can't watch TV in the dark because it's emitting its own light, and it's true. It's like being at a slumber party all the time. It's really wonderful."

-- NPR reporter Sean Cole

Sean Cole is an award winning radio reporter, working out of WBUR in Boston, and producing content for such shows as Morning Edition, All Things Considered, Marketplace, and This American Life. He is also the subject of one of the exemplars we have produced as part of the MacArthur-funded Project NML. Previous entries here have described some of our goals for this project -- to expose young people to the choices that get made in the production of various forms of media, to provide them with role-models of what it might be like to create and distribute work in those media, to provide educators -- in school and out -- with a vocabulary for talking about and assessing student work within those media.

This profile of Sean Cole was produced by Comparative Media Studies graduate student Orit Kuritsky with assistance from CMS graduate student Amulya Gopalakrishnan. Kuritsky, herself, is an experienced media producer, having worked developing new formats, scripting and editing for children's television in her native Israel and in radio production here in the United States, She moved from intern into a producer position on The Connectiona syndicated talk show that aired from WBUR Boston before returning to graduate school. She has also been part of a team of our graduate students which has been working with the Terrascope Program in the Earth Sciences department at MIT to help scientist learn to communicate their ideas through radio. The students focused their energies this year on the earthquake and tsunami that hit the coast of Chile in 1960 – the largest one ever documented. The students went to Chile during spring break to do interviews and collect sounds which would eventually be edited into a 23 minute piece dealing, as they put it, with “ecological, cultural and personal survival during a devastating earthquake and tsunami”. The piece aired on WMBR and is also available on the public radio exchange

In a recent e-mail, Kuritsky explained to me some of the factors that went into her choice of Cole as an exemplar subject:

I love to listen to him on the radio. His quirkiness, combined with genuine curiosity and wit, generate great radio pieces. And I'm not alone. He is regarded as one of the most interesting and unique voices in the world of public radio. He is a very warm, attitude-less person. When I was new at the station, besides simply being nice, he kept telling me that he also started as an intern, and that it took time for him to get a permanent position, all things I needed to hear at the time. I think this unassuming attitude, combined with willingness to give advice, translates well on the screen. Sean is technically savvy. Many highly regarded public radio reporters still send interview, narration and ambiance clips to their respective headquarters, where professional editors/engineers lace their pieces together. Sean insists on doing it himself. He is also active in online communities of radio enthusiasts (like transom and prx, commenting on othersÂ’ works and offering advice). In these regards, Sean represents where public radio is heading, or at least one among contradicting directions; younger, more personal, more participatory, more diverse.

Here, Kuritsky collaborated closely with Cole to help students develop a better understanding of what goes into the production of a segment for Morning Edition from its conceptualization and planning, through the collection of interviews and environmental sounds, the logging and selection of sounds, the scripting and editing process, and the final product. Like the Nick Bertozzi profile I showed here recently, this series of short digital films lays out the choices which shape the production process at every step along the way, offering very good professional advice to would be radio producers. Indeed, this advice seems particularly timely given the revival of interest in recorded sound production brought about by the emergence of podcasting.

Throughout the segment, Cole is passionate about radio as a medium -- as my opening quote above suggests -- and very attentive to the ways it differs from other ways of presenting the same material:

In print, you write a story and pepper it with quotes. In radio, the tape is everything. The tape is the structure of the story. It is the architecture, it's the skeleton of the story and the script is the muscle and sinew around it.

As students begin to watch these tapes of producers working in different media, we hope they will learn to think ethnographically. We want students to focus not just on what people are saying but how they say it. So, in the case of Sean Cole, part of the fascination is the ways that the kinds of metaphors which characterize NPR style emerge spontaneously throughout his interview. He speaks in the segment about the need to construct a conversational style for radio which is nevertheless concise, accurate, and evocative. Watching him talk in this extended interview, one can see how he has internalized this style and how it becomes a natural part of the way he engages with people around him.

Cole is very interested in getting youth not only to listen closely to the mix of sonic elements which constitute a radio segment but also to listen closely to their own physical surroundings. He talks about how radio producers seek to capture the characteristic sounds of a particular location -- whether it is the clacking of needles at a knitting convention or the burbling street noises which he acknowledges are something of a cliché in public radio work. This emphasis on hearing one's environment is consistent with the approach which Kuritsky had taken with the students in her own radio class:

We spent a lot of time in class listening to a variety of radio pieces and talking about them. It was striking at first to discover that the students are really not familiar with the medium (except as a vehicle for music), and have a very small vocabulary in their conceptual tool boxes to discuss it. This changed quickly as they listened to more pieces and became more sensitive to the elements of radio stories, how they work together, and how they react to them. Besides listening, students learned by doing; they created their own radio pieces, simple ones at first, and more complicated ones as final projects. (In order to do that, they had to master recording techniques and editing software, as well as develop their skills as interviewers and writers)

Throughout the series, we want very much to show the professional contexts in which these media artists produce their work, especially stressing forms of collaboration within the workplace. We feel schools put too much emphasis on individual creative expression and not enough on the ways people often work together to insure the production and distribution of art. Here's what Kuritsky had to say about her goals in depicting WBUR:

Despite the fact that Sean is very much self sufficient in his daily work it was important for me to portray him in context, banter from his boss included. (see chapter 9 “collaboration”.) It takes a certain personality, as well as certain socio-economic conditions for creative people to posit themselves as ‘artists’. Many people still need to work for organizations to make a living, and express, their creative skills. Working in organizations does not mean lack of creative freedom, but it certainly entails some give and take, which is reflected in this chapter and others.

Cole is a gifted storyteller, as the people who work with him are quick to tell us here, and this segment explodes with fascinating narratives about his experiences in the field. The primary focus is on a basic story in which he follows the evacuation route out of Boston being recommended by local government officials but along the way he also shares with us stories about Sherlock Holmes fans, about a young man who discovers the recycling of musical themes by Nickleback, and a range of other assignments on which he worked.

The goal of this project, however, is not simply to provide technical instruction to help young people become better media makers or to prepare them for professions in the media industry. We also want to heighten their awareness of the ethical issues which media makers face as they go about their work. We are especially proud of segment 8 in this series which deals with the choices Cole make in producing this segment: in particular, he has to think about the best way to preserve the original context and meaning of his interviewee's remarks, even as radio requires a ruthless pairing down of material. He encounters a situation where he could make a policeman he interviewed look foolish and has to decide the best way to preserve what the man was trying to communicate. Cole speaks forcefully about the responsibilities which reporters have to their subjects and the various professional procedures they follow in order to maintain the integrity and fairness of what they produce. This attention to journalistic ethics seems especially urgent at a time when so many young people are generating media through blogs or home pages or LJ entries without much oversight by adults. It is also urgently needed at a time when many young people are increasingly cynical about all forms of journalism, drawing limited distinction between the partisanship that often charges the blogosphere and more traditional forms of journalism. Cole makes it clear that all journalism involves making choices about how to represent what one has observed, that these choices are made by human beings who make mistakes, and that these choices have an impact on the people who they are representing through their work.

Much media literacy work has historically been concerned about the effects of media on the people who consume it. If I had my way, we would recenter those questions from media effects to media ethics, getting students to think through the choices they make as they generate and circulate their own media and the consequences of those choices on other people. Many of the same issues would resurface in such an approach but they would have greater immediacy as young people were actively involved in making choices about the kinds of media they are producing.

Making Comics: Nick Bertozzi as Exemplar

Several weeks ago, I wrote here about the New Media Exemplar Library -- a digital filmmaking project that is being funded by the MacArthur Foundation as part of our larger project to develop curricular materials and activities to support the teaching of new media literacies. The Exemplar Library will consist of a series of short films showing media makers discussing the core choices they make -- both craft decisions and ethical dilemmas -- as they create their work. Our goal is to produce films that educators can use in classes and after school programs and that young people who are enthusiastic about media production might seek out on their own via the web. The first one I introduced to my readers centered on blogger, science fiction writer, and digital activist Cory Doctorow. Today, I wanted to share a second exemplar -- this one focused on independent comics creator Nick Bertozzi as he shows us the process by which he created a single page of his forthcoming graphic novel, The Salon The Salon centers around the circle of friends who helped generate the cubist movement and includes vivid portrayals of Gertrude Stein, Georges Braque, Pablo Picasso, Alice B. Toklas, Erik Satie, and Guillaume Apollinaire. The Salon was not created as a kids comic and indeed, much of the content deals with mature themes, but it's melding of fact and fiction makes it a rich text for us to examine in the context of a project on new media literacies.

Having gotten to know Bertozzi through the years, one can't help but wonder if his fascination with this circle might have something to do with the tight circle of comic book artists in Brooklyn with whom he hangs out and sometimes collaborate, a circle which includes Jessica Abel, Paul Pope, Dean Haspiel, and Matt Madden, among others. Several years ago, these friends piled into a car and drove to MIT to visit Nick's sister, Vanessa Bertozzi, a Comparative Media Studies Masters Student, and to talk at our colloquium series. Various combinations of that circle have passed through the program in the years that have followed and this exemplar grew out of those conversations. In the interview, Bertozzi talks about why cartoonists and other artists need to work within creative communities:

You need a community of other artists of other cartoonists who understand, because nobody else will understand the insanity that you go through. And they're people who don't bug you too much because they're doing the same thing you're doing and they want to be left alone a lot of the time. But we do need to come together, because we are human after all believe it or not.

His former roommate Dean Haspiel described what he got out of working side by side with a fellow artist:

What was really good about when Nick lived with me, was we were really able to share that space and maximize the energy of that room. And turn what a lot of what we were doing separately into this combined force of this infectious, vibrant kind of brain trust. It was a really good time. I really miss those days of when I could look over my shoulder and see Nick drawing when I didn't feel like drawing and that would just inspire me to keep trudging on when I was struggling, facing that blank page and not knowing what to do next.

The video was produced and filmed by Vanessa which allowed her to achieve real trust and intimacy with her interview subject. Bertozzi turns out to be extremely good at explaining his creative process in language that is broadly accessible and there's a real fascination in watching this page take shape step by step across the videos. He takes us from the scripted concept, through the research into the historical period that insures the accuracy of his details, through penciling, inking, coloring (which occurs on the computer), and the final proofs. Bertozzi's comfort in explaining the creative process reflects his own experiences teaching and mentoring young would-be comic book artists in Brooklyn. The video also features his fellow comics artist and former roommate Dean Haspiel and one of his former students sharing their impressions of his work and creative process.

Here's how one of Bertozzi's students described the first day of class:

I was sitting in a class with all these kids who were interested in Spiderman comics, and Thor and Green Lantern. and in walks this guy, Nick. He said, the other guy who was supposed to teach this class, he's not teaching it anymore and I'm the replacement. And he comes in with this book On Directing by David Mamet and this other book called Story by Robert McKee. The first things he writes on the board are "ARCHETYPE! STEREOTYPE!" So he was talking about story structure in comics and saying that linear comicbook narrative structure has been done many, many times. And he said that what we're going for is something more, something more experimental. And I remember the first day of class he brought in a pile of superhero comics and he passed one out to everyone. And some of these students were like, "Oh, these are great, I have these in my own collection." And he said, "Now pick up the comic book and TEAR IT TO PIECES!" He said, "We're going to destroy these old idols and we're going to make new!"

One of the themes which will run across the series is an emphasis on how contemporary artists build upon the past, sampling and remixing pre-existing work as a source of inspiration for new expression. We hope to help teachers and students understand the difference between plagiarism and creative appropriation, providing a context for thinking about the ethics of what we do with other people's creative content. Comics fans will be relieved to see Bertozzi has a large library of classic comics to which he returns for inspiration whenever he confronts creative problems . Teachers will probably be gratified by the degree to which Bertozzi stresses throughout the project the importance of doing research. As he explains:

A good cartoonist has to have a lot of reference materials because you're going to be drawing a ton of things. And it's a lot easier to draw it from reference than it is to make it up out of your head.

I was taking an art history class and I was learning about Cubism, which is an art movement that was started by Pablo Picasso and George Braque. And I'll be honest, I paid attention in class but I never really understood what cubism was. So I always wanted to do a story that was about cubism so I could do the research and so I could spend a lot of time figuring out why cubism was so important.

Another fascinating part of the interview has to do with Bertozzi's choices to draw and ink the comics panels by hands but then to scan them and digitize them for the coloring process. As he explains, "You don't have to do the coloring on a computer, but I do because it saves me a lot of time." As a project, we are placing a lot of stress on the ways artists choose which tools to use and are especially interested in the hybrid nature of contemporary production practices, where some things are done physically and others digitally.

Bertozzi is not the only member of that circle who is strongly committed to introducing comics to young readers and artists. We have spent a good deal of time on Project NML discussing Matt Madden's recent book, 99 Ways to Tell A Story: Exercises in Style, which we think would be an outstanding tool for teaching storytelling techniques in any medium. Madden took a very basic situation and restaged it using different narrative devices, reading it through different points of view, accepting different artistic restrictions, and fitting it within a range of different genres. His focus clearly is on how a fairly simple set of building blocks can be used creatively to generate new stories simply by tweaking different variables in their presentation. This book teaches us how to see the choices which storytellers make in producing their work while inspiring us to think of other variations that he has not yet considered.

The Education of Sky McCloud

Last Thursday, the Comparative Media Studies Program and the MIT Media Lab played host to Scott McCloud, the comics theorist, creator, entrepreneur, activist, and visionary, who traced for us the progression of his thinking about comics as a medium -- from his first book, Understanding Comics, which gave us a language for thinking about sequential art, through Reinventing Comics, which argued that digital media represented important new opportunities for comics creators and readers, through to Making Comics, which offers practical advice to would-be comics writers and artists and in the process, lays out some important new arguments about the role of choice and styles in graphic storytelling. As McCloud noted, he first spoke in that same room 12 years before in the wake of the first book's publication and I have helped to bring him back to MIT on several other occassions. Indeed, we were lucky enough to have him do a week long workshop for our students several years ago when the ideas for Making Comics were first taking shape. So, with Scott, I knew what we were getting -- an articulate, empassioned, and visionary thinker about comics as a medium, whose work has implications for anyone who thinks seriously about the popular arts. McCloud engaged thoughtfully with questions from the MIT community on everything from the economics of online publishing to the potentials for comics on mobile platforms, from the design of tools for making art to the evolving visual language of the medium. I certainly recommend checking out the audio recording of his presentation and question and answer period.

Yet, the big surprise of the evening was Scott's 13 year old daughter, Sky McCloud. When Scott first asked if his daughter could make her own presentation following his opening remarks, we were not sure what to expect but immediately agreed.

The last time I had seen Sky, she was a toddler interupting her father's talk at Harvard's Veracon. Today, she is a dynamic young woman - a delightful mix of goth and geek -- who felt self confident enough to share her own perspective in front of a packed Bartos auditorium crammed with several hundred MIT and Harvard types.

She told us about the family's plans to do a 50 state speaking tour over the next year as her father rolls out his new book and as the family (Scott, his wife, Ivy, and his daughters, Sky and Winter) conduct an experiment in home schooling. Each member of the family is blogging about the trip over on Live Journal. And they are working together to produce a series of podcasts which they are calling Winterviews (after youngest daughter, Winter, who will be the on-camera presence in these films). The daughters will research about some of the comics people they will meet along the way, read and discuss some of their work, prepare questions, do interviews, and edit them for transmission via the web. Sky is also preparing an evolving powerpoint presentation as they travel to explain to various audiences about the trip and what they have learned along the way.

Meanwhile, she remains in contact with a larger circle of home schooled kids who are also tapping into their interests in popular culture (in this case, Buffy the Vampire Slayer and Veronica Mars) to inform critical essays and research projects. We all concluded that Sky could be a poster child for the new media literacies we have been exploring through our project with the MacArthur Foundation -- someone who is tapping the full range of new media technologies to learn and share what she is learning with a larger community. Sky is incredibly articulate, holding her own debating the fine points of comics aesthetics with her dad and fully comfortably plopping herself down and conversing with a room full of graduate students. We were delighted to hear her say she was potentially interested in being an MIT student some day. She won the hearts of many of us here.

Let's be clear: Sky is an exceptional child, the offspring of a remarkable man, and her parents have had the flexibility to incorporate her learning (and that of her sister) into their professional lives. Not just everyone can take off for a year and travel the country with their family and still take in an income from speaking gigs. Yet, the core of what they are accomplishing here should be part of the educational experience of every child -- what she is learning grows organically from her own interests; she is being encouraged to express herself across a range of different media; she is encouraged to translate what she is learning back into public communication and is empowered to believe that what she thinks may matter to others. As I have suggested in a blog post this summer, these experiences are so far more available outside of the formal educational system through afterschool programming and home schooling than they are in the public classroom. Like many other home schoolers we have encountered through our research, she is using the potentials of new media both for creative expression and social networking.

I know that I make some people nervous when I talk here about the values of home schooling. Many people assume that home schooling is mostly used today by the religious right to escape secular education. But in fact, today's home schoolers come from many different backgrounds and are stepping outside of formal education for many different reasons. More and more kids are moving in and out of schools depending on where they are at in their emotional, social, and intellectual development or what kind of situation they are confronting in their local community. My wife and I home schooled our son for a year when he was Sky's age and oddly enough, one of his primary textbooks was Scott McCloud's Understanding Comics, but at the end of that year, he returned to a private school for the rest of his high school experience. I am not suggesting everyone should home school their kids. Most people should not. But I am glad that it is an option and I think that educators should study what is working in these home school contexts and pull the best of it back into their pedagogical practices. As they do so, they could learn a lot by listening to Sky McCloud speak about her experiences on the webcast of the event.

Cory Doctorow as Exemplar

Throughout the fall term, I am going to be sharing with readers more of the work we have been doing for the MacArthur Foundation on new media literacies, building up to the release of a significant new white paper in late October which makes the case for a new set of social skills and cultural competencies which we need to be incorporating into American education. We are already hard at work putting these ideas into practice, developing curricular activities and supporting materials that will help teachers and after school programs respond in more meaningful ways to the challenges and opportunities of the new participatory culture. One of our core projects is the development of an exemplar library. When we spoke with teachers and after school programs, it was clear that they recognized that their students were interested in new forms of cultural production that are enabled by new media technologies and new forms of cultural distribution supported by the web. They knew that their students were fans, bloggers, and gamers. But they faced a number of issues: they had no standards by which to evaluate work produced in these new and emerging media; they didn't know enough themselves to give good advice to student media makers; the students lacked role models to help them understand future opportunities in this space; and the students were facing ethical issues that their teachers and parents didn't really understand.

We decided to respond to these challenges by producing a library of short digital films focused around media-makers and the craft and ethical choices they face in producing and distributing their work. For each media maker, we may produce 5-10 short (4-5 minute) video segments addressing different points in their creative process. A teacher or after school program might show one or more of those segments to kick off a discussion about media production processes. They may decide to work horizontally -- fleshing out one form of media making -- or vertically -- looking at storyboarding or interviewing techniques across a range of artists and media. These videos will be accompanied by supporting materials -- vocabulary sheets, charts showing the various tools the artists use, and potential production activities that can be brought into the classroom. We also imagine that as students get engaged with the videos they will seek out more content on their own via our website and thus dig deeper into the whole world of media production than can be accomplished within the constraints of the school day.

Long term, we expect to make this an open library where anyone can insert their own content and thus provide an incentive for teachers and students to engage with media production projects around artists in their own local community. In the short run, we are producing these videos in-house -- working with Comparative Media Studies graduate students and with our new production coordinator Anna Van Someren, who was until recently part of the Youth Voice Collaborative here in Boston.

We are just now putting the first crop of exemplars out on the web and I figured I would showcase them here as they go up. One of the first will have special interest to readers of this blog, many of whom found this site because of some early shout outs by Cory Doctorow over at Boing Boing. When Doctorow was speaking at MIT last year, CMS graduate student Neal Grigsby grabbed some time with him to talk about blogging, science fiction writing, and online communications. The documentary was produced for middle and high school students but we think it will engage many adult viewers as well.

Here are some highlights:

Doctorow was until recently an advocate for the Electronic Frontier Foundation: he is someone deeply committed to the concept of the Creative Commons, so it is fitting that the opening film starts with him reading aloud the Creative Common license that grants us permission to share his words with the world. He explains elsewhere in the opening segment:

My first novel was the first novel to use a Creative Commons license. Down and Out in the Magic Kingdom was released in stores on January 9, 2003 and, on the same day, it was released as a Creative Commons download that came with a license that allowed you to noncommercial redistribute it and make reuse of it as much as you wanted. The novel has been distributed from my website at least 650,000 times and from other people's websites some unknown number of times, and it's in its 6th printing. And that's because for most people an electronic book is not a substitute for a print book it's an advertisement for a print book. And, for me, my biggest problem isn't piracy, its obscurity. And it really seems to me that the more you give away, the better it is. That seems to be the conclusion that I've come to.

Doctorow went on to talk about why he choose Disneyworld as the setting for his first novel and in the process shared something of his own fannish relationship to popular culture:

It's a great fictional setting, for starters. I mean, there's so much great detail. And it's got both a lot of familiarity and a lot of foreignness for people. A lot of people have been to Disney World, it gets more visitors every year than the United Kingdom. But it also has all this rich detail, that if you spend a lot of time playing around with it, you can find all these interesting little factoids and trivioids that you can drop in and really excite people.

I love putting pop culture into the work I do. It lets you be a fan with a giving up authorship. You can be a drooling fanboy without surrendering your position at the top of the geek hierarchy by working in these fanboy references

in your stuff as you go, you know? And it's also, I think, a nice way to pay homage to your literary ancestors and your peers. And it's a little naughty, too, to drop in the occasional visit from someone else's characters or the

occasional moment from someone else's world. I think that pop culture references and references to other works in my own works give them a kind of a richness, a depth. You can import an entire other narrative just by dropping a couple of references to it in your book or in your short story, and that, think, is pretty exciting.

The other great advantage, of course, of writing a novel set in theme park is that it makes your trips to Disney World tax-deductible. And so I had a couple of very fine years of tax-deductible trips to Disney World.

Doctorow offers some pragmatic advice about writing in general (which are sure to earn jabs in the elbow from composition teachers around the country):

The most important thing, I think, that any writer can do is: when you're learning your writing habits, eschew all ceremony. Don't be one of those writers who needs to light a candle, and clean the cat, and wash the dishes, and vacuum the house, and put away all the books, and do 20 minutes of yoga, and go for brisk walk, and contemplate your navel before you can set a word down on the page. When you go back and reread your work, you won't know which pages you wrote on days when you were feeling completely uninspired, and which

pages you wrote on days when you were having a great time. And by not letting yourself get trapped into ceremony, and the myth of the Muse that has to visit you before you can commit to writing, you will be a writer. Because a writer is someone who writes not someone who complains about writing. And if your job is to be a writer you have to be able to write. Garbagemen never talk about having garbagemen's block. Doctors never say, "I can't do surgery today, I'm just not in the mood." If it's your job you have to be able to write when it's

time to write.

The interview also serves our mandate to offer teachers some standards for thinking about what constitutes good writing in the digital media. Here's what Doctorow has to say about the art of blogging:

A blog succeeds, I think, on the basis of how good your headline and your lead is. There's a tendency among bloggers to want to repeat the privilege and sin of newspaper writers, which is to write the clever, silly headline that draws its strength from its place on the page and the context that surrounds it. So you write a headline like "Britain Weeps!" And it's 72 point bold, and beneath it is a big photo of someone crying. And that's intriguing. But if you do that in a blog, and your headline is syndicated to an RSS reader, and it turns up among 2000 other undifferentiated headlines, and all it says is "Britain weeps," or "OMG LOL," or "funniest thing I've seen this week, can't describe it, you gotta see it," all that stuff goes right into the round file; all that stuff just gets pitched out.

If you want to write stuff that carries, you have to really focus on these clean headlines that eschew all cleverness for memorability, the ability to be remembered. And then you have to follow it on with a lead, a nut graph, that grabs everything that's in the story and sums it up in three sentences. And it's really hard to do that. Everyone wants to give some background. They want to say, "for the last several weeks we've all noticed that something, something, something, and then, subsequently, dumpty, dumpty dum, which brings me to today's point." Again, when people are skimming headlines and just the first sentence, that stuff is just noise. You have to open, and then move back to it.

It's like writing copy for a wire service. Because that's, in effect, what you do when you blog. The primary method for consumption of any blog these days is through an RSS reader, at least as the initial path in. BoingBoing, for example, has about 1.1 million unique RSS readers per day, and about 350,000 unique web page readers per day. So it's wildly disproportionate, by far the majority of people read it in headlines. So, if you're a wire service customer at a newspaper, what you do all day is go in and read thousands and thousands of headlines, and figure out which one of these is relevant to you, and pick them up for your newspapers. So, if you're a wire service writer, you've got to write to that audience. And I think that what the Internet has done is turn all those of us who read through our headline readers into wire service editors, and all of us who write blogs, and who are conscious of wanting to spread the material in our blogs, into wire service writers.

And finally, Doctorow talks extensively about science fiction writing as a mode of social commentary and activism:

The job of the technology activist and the job of the science fiction writer are pretty comparable in that both are meant to try to investigate and try to articulate what the consequences of technology policy changes will be. To say, "if you do X the outcome might be Y." And certainly in civil liberties that's always been a tricky one. To say, "well, to regulate the speech of these neo-Nazis, you will end up regulating the speech of these other people in this

way that would cause harm. Popular speech never needs defending, so if we're only going to allow people who agree with us to speak then this is what the outcome can look like."

Science fiction tells you how the present should be, it tells you what's wrong with today, and what the future could be.... Science fiction is the most didactic literature, I think, going. It's kind of infamous for the soliloquy. You know, the author who breaks off to have a character... You know, Heinlein's characters sit there and give 25 minutes of watered-down Ayn Rand in the middle of their space adventure.

1984 is the sterling example. I went back and reread that just a month or two ago, this being a good time in the history of the western world to reread 1984, and it's remarkable not just as a piece of political fiction, as it's remembered, but as a piece of science fiction. He does all the skiffy stuff that science fiction readers love to find in their books. He's a great shallow extrapolator; he extrapolates just enough to give you that frisson of the future, and then uses that to hold a warped mirror up to the present. And it works really well....

One of the nice things about writing fiction that has some didactic elements, or that has a mission and is intended to educate as well as entertain, is that it's very hard to rebut a short story. If you write an essay, someone can come along and write another essay that says your essay is rubbish. The number of people who can write a short story to rebut your short story is much smaller.

Special thanks to Margaret Weigel, the research director on the New Media Literacies Project.