[why to buy an ipad]

[digital media & learning]

Re-reading a report on the "digital youth" and how they use/interact with digital media. (Note this is US-based but over 800 "youths and young adults"). Some interesting take-aways:

• Most youth use online networks to extend the friendships that they navigate in the familiar contexts of school, religious organizations, sports, and other local activities
• The majority of youth use new media to “hang out” and extend existing friendships
• Contrary to popular images, geeking out is highly social and engaged, although usually not driven primarily by local friendships
• Geeking out in many respects erases the traditional markers of status and authority
• New media allow for a degree of freedom and autonomy for youth that is less apparent in a classroom setting
• Rather than assuming that education is primarily about preparing for jobs and careers, they question what it would mean to think of it as a process guiding youths’ participation in public life more generally.

[employment: phd in digital literacy practises of immigrant youth]

The digital literacy practices of immigrant youth for the formation of identity and learning networks (0.9 fte)

This project is focused on the analysis of the everyday digital literacy practices of Moroccan immigrant youth.While the past several years have seen an increasing amount of research on the digital literacy practices of youth, within and well beyond theNetherlands, relatively little of this work to date has focused on immigrant youth and their productions and interpretations of social media (e.g. weblogs, Hyves, YouTube, texting, Twitter, gaming). This project will provide a unique contribution to the field by developing ethnographic studies of youth as they use social media and integrate it into their everyday lives in the Netherlands.

We are particularly interested in how digital literacy practices are used to produce identities and learning networks. What are the shapes and scales of new media networks for Moroccan immigrant youth? How are these new networks changing, and how are they related to social networks with longer histories (e.g., extended family, community)? How do networks formed through practices with social media support the development of local, national, and transnational identities? How do such networks also structure new social spaces for learning?

These questions are addressed in this project through ethnographic research that will be augmented with other research methods, including social network analysis and survey data.

For more information see: www.uu.nl/wireduphttp://www.academictransfer.nl/organisaties/?adm_pin=00351&fuseaction=detail&Vacature_ID=B3KTUQY9

[high-er tech & the simpsons]

HD hits our screens and also the Simpsons':


Though I do enjoy the Simpsons...I haven't yet caught any episodes with the new intro. so thanks to Andrew Sullivan over at the Daily Dish for pointing it out.

[viral video for ai - win some money]

The Society for the Study of Artificial Intelligence and Simulation of Behaviour

AISB Video Competition

This is a call to both AISB members and non-members to take part in a competition for an online video clip that will contribute to the public understanding of any aspect of the area known as Artificial Intelligence. The video material should be in English, of three minutes maximum duration, and available online (e.g., on YouTube).

Submissions should take the form of an email with the URL to the videomaterial, contact details of the participant(s), and a free-form statement from all authors stating that the submission is their own work, and that they grant the SSAISB non-exclusive rights to use it as it finds appropriate. Deadline for all submissions is 23:59 GMT on 15 March 2009. All submissions should be sent to video_competition@aisb.co.uk. The submissions will be evaluated by a panel of three AISB members, of which two student members (all selected and appointed by the AISB committee).

There will be 3 prizes of £300, £150 and £75. The panel reserves the right to withhold a prize if no submission is deemed appropriate. All panel decisions are final and cannot be contested.

see more about the call here: http://www.aisb.org.uk/publicunderstanding/video_competition.shtml

nb: image from wired

[digitally literate students = teachers' worst nightmare]

PAUL SHUKOVSKY AND NINA AKHMETELI at Seattle PI report how a student is battling a 40 day suspension from school because he posted a youtube video of his teacher. Not only was the video made without the knowledge of the teacher but the content is extremely inflammatory. The video libelliously raises various questions about the teacher including her hygeine habits (or lack of) while casting aspersions on her professional merit. While people watching the video (parents, students, etc...) might feel the video is warranted - is this really the "due course" for such complaints? The student has gone to court to appeal his suspension citing the U.S. Constitution's First Amendment guarantee of freedom of speech.



Hot on the heels of this youtube video kafafel the bbc reports that Keele University has threatened all students with disciplinary action if any of them post defamatory comments on the internet on sites like Facebook and MySpace. The University says: "Students may face legal action from the members of staff concerned for defamation and harassment."

While students are becoming more digitally literate - using digital cameras, creating and manipulating videos, uploading them, sharing them - teachers must remain extra vigilant (while not quite becoming paranoid!) in the classroom unless they want to become the lastest teacher "forcibly retired" (as the youtube video claims is the case with Joyce Mong). Is this cyberbulling? The online harassment of teachers is causing some to consider leaving the profession because of the defamation and humiliation they are forced to suffer," the UK Education Secretary Alan Johnson says.

[youtube banned in Thailand]

From the bbc:

Communications Minister Sitthichai Pookaiyaudom said the site was banned after a 44-second film showing graffiti over the king's face was aired.

King Bhumibol Adulyadej, 79, is revered and it is forbidden to insult him.

The minister said a ban came after the Thai government asked YouTube's owner Google to remove it and they declined.

The contentious film also shows feet being placed over the king's face - an offensive act to Thais, who consider feet dirty.

YouTube 'disappointed'

"It's a serious case of lese majeste," said Mr Sitthichai, referring to crimes of offending the country's monarchy. "We asked Google to remove it some days ago, but they refused to."

The minister said access within Thailand would be reinstated once the film had been removed.

YouTube's head of global communications, Julie Supan, said: "We are disappointed that YouTube has been blocked in Thailand, and we are currently looking into the matter.

"The internet is an international phenomenon and while technology can bring great opportunity and access to information globally, it can also present new and unique cultural challenges."

The profile of the YouTube user who uploaded the movie onto the site lists the US as his location.

The ban follows the jailing for 10 years of a Swiss man after he pleaded guilty to charges of insulting the Thai king.

Oliver Jufer, 57, was arrested last December after drunkenly spray-painting posters of King Bhumibol Adulyadej in the northern city of Chiang Mai.

[gootube]

Thanks to Angela, I'm aware of yet another development of digital storytelling (Have a look Creative Writing and New Media Masters' students).

YouTube Users Spoof Google’s Acquisition of YouTube With Fake Kidnapping Story
Online video creators are collaborating on the first viral video series that exposes a fictional “GooTube” Conspiracy. The series was initiated by one person, and has evolved into a collaborative storyline. YouTube video creators — who have never met — are participating in the plotline by posting new videos and advancing the plotline.