Blog

My colleague Stephen Barrass from the University of Canberra sends on a link to Todd Richmond's models for producer/consumer and teacher/student relations in analog, digital, and transitional environments (via Howard Rheingold's Smart Mobs blog) - including images like the following:

Over the past few years, I've created a few neologisms - terms such as 'gatewatching', 'newssharing', and of course 'produser' and 'produsage'. While some might frown on this (hi, Jean), in my view it's absolutely necessary for researchers to abandon traditional terminology when it becomes overly limiting, and obscures important new features of their objects of study. So, for example, the traditional journalistic process of gatekeeping is giving way to a new mode of gatewatching in news production; for journalists and other news commentators this is "a shift from the watchdog to the 'guidedog'" role, as Jo Bardoel and Mark Deuze have put it.

On the day before AoIR2006, I presented at the Online Learning and Teaching conference at QUT. I'm happy to report that the two conference papers for OLT2006 that I was involved in have now been published on the conference Website - here are the references:

Rachel Cobcroft, Stephen Towers, Judith Smith, and Axel Bruns. "Mobile Learning in Review: Opportunities and Challenges for Learners, Teachers, and Institutions." In Proceedings of the Online Learning and Teaching Conference 2006, Brisbane: Queensland University of Technology.

Well, that went well - I went a few minutes over time, but people seemed happy to stay on even though the final panel at ATOM2006 was about to start. I got to the panel a little late, and John Hartley is already in full flight - he looks to have begun by noting that literacy no longer means print literacy, nor even mainstream media literacy: indeed, most media education now takes place outside of schools, he suggests. Multimedia literacy has grown up to be totally beyond the control of the traditional education system. Unfortunately, partly because of this, schooling prefers control and order over change and innovation, and imagination and interpretation are reduced to skills and methods. This manifests itself in the prohibition of Google images and the Wikipedia, in the rise of 'critical literacy' (or ideology-watch) skills, or in 'multiliteracy' (or office software) skills, for example.

My own presentation at ATOM2006 comes towards the end of this last day - I'm one of the featured speakers here. I'm speaking about produsers and produsage (and I'm happy to have seen the term in good usage throughout the conference already) - and of course at a conference for teachers of media, I'm particularly interested in the question of how to shape media education in order to enable the younger generations to be effective and innovative participants in produsage.

I'm including my Powerpoint here - and I'll try to record the talk as well and will add it to this post as soon as I can. the recorded talk is now also online here.

The last keynote at ATOM2006 is by Andrew Urban, editor of Urban Cinefile, and previously the creator and host of SBS's Front Up programme. He begins by noting the importance of media teachers for the future development of society; further, he also notes the increasing question of information accuracy in an ever more highly mediatised environment - in Jerry Bruckheimer's words, 'the media are a mile wide and an inch deep'.

Journalism is today still posited as a noble profession, standing for honesty, objectivity, and truth - and Andrew shows an excerpt from Edward R. Murrow's famous 1958 speech (as seen recently in Good Night, and Good Luck) accusing the television industry of its failings - deluding, amusing, and insulating us. Broadcasting - and the media more broadly - today are as crucial as then, but their basis has shifted, now taking in also a broad range of new participants, all the way through to individual produsers.