General Teaching Work

Canberra.


The final ANZCA 2010 paper for today is presented by Felicity Biggins and Christina Koutsoukos, whose focus is on journalism education. There have long been calls for journalists to adapt to a changing media environment in which anyone can be a journalist - so what is the value of journalism education? Online, citizens can participate in unprecedented ways - and are sometimes called citizen journalists, as opposed to 'professional' journalists - in the case of major events, anyone with a mobile phone can become a journalist. If the value of journalism comes from the underlying value of journalistic activity, that value is now near zero, some contend.

Ross Priory, Scotland (no sign of ghosts as yet).
Hamish McLeod and Jen Ross are the next presenters (full paper here). They explore metaphors for being an online tutor, and begin with a brief quote from Wikipedia on online tutoring, which presents a very matter-of-fact take on the issue that may not quite plumb the full depths of the question. The potential move of teachers from 'sage on the stage' to 'guide on the side' has been much highlighted, of course, but also doesn't quite cover this issue; traditional positions of the teacher are now much criticised, but exactly what role might come to replace them (if such replacement does take place) isn't very clear at this point.

As if there hadn't been enough conferences over the last few weeks: I'm spending this weekend (mostly) at the Australian Teachers of Media conference here at QUT in Brisbane, which was organised by my colleague Michael Dezuanni. I'm also going to be a featured speaker on Sunday afternoon, talking about how to educate the coming 'Generation C' of produsers.

However, the conference starts with Mizuko Ito from the University of Southern California, speaking about the social life of mobile media. Japan is of course one of the key drivers of (3G) mobile media uptake at this point, especially within the younger generation. Mimi has mainly focussed on the use of digital technology amongst young people outside of school or work - i.e. in what are traditionally seen as non-educational contexts. Here, it is important to understand young people's uses of new technologies on their own terms - to regard them as digial natives and study their uses as such. Further, it is important to understand the social construction of such technologies. What emerges here are kid-driven peer-to-peer knowledge economies, from which adults have much to learn. Compared to traditional anthropology, Mimi's work also looks at a hybrid of the real (the physically local) and the virtual (the online and the remote); this can capture everyday action and local knowledge in personalised, non-institutionalised, and fluid settings.