RUNNING HEAD: MEDIA PRODUCTION ARTICLE ANALYSES

Media Production: Article Analyses

Cynthia Ford
University of West Georgia

MEDIA PRODUCTION ARTICLE ANALYSES

Article 1: Learning to engage: how positive attitudes about the news, media literacy, and video
production contribute to adolescent civic engagement by Renee Hobbs, Katie Donelly,
Jonathan Friesem and Mary Moen

Studies have shown that our high school students are not engaged or motivated in
classroom settings because they do not see the correlation between what they are learning in
class and the outside world. Todays high school students have grown up with technology, and to
engage them, teachers need to find new approaches that recognize the shift from print to digital
media. The objective of this research study was the relationship between high school students
participation in school video production courses and their level of media literacy and civic
engagement.

Review of Literature:
The authors review of literature was two-fold. First, they examined research concerning
video production in high school. Research by Don Goble revealed high school video production
classes help students to foster creativity, as well as improve their critical thinking, collaboration,
and communication skills. Other studies found that activities in these courses teach students
technical and non-technical skills which aid students ability to connect with the content, offer
differentiation, and boost motivation and interest. Further, the technical process of video
production helps students to acquire a specialized skill set. Yet, researchers found that even
though there has been growth in media literacy through incorporation of digital and media
literacy in English and Social Studies courses, there has only been moderate universal growth.
Because of time constraints of the high school curriculum and schedule, digital and multimedia

MEDIA PRODUCTION ARTICLE ANALYSES

literacy is usually taught in independent elective courses that are not related to academic content,
or taught in academic classes by a few teachers comfortable and enthusiastic about technology.
Secondly, the authors review literature exploring a correlation between media literacy and
civic engagement. The question here is that if students have the ability to critically assess and
create communication with new technologies, are they inspired to participate in civic activities?
The results show that there was a positive correlation between participants of a media literacy
program and students critical analysis skills, media understanding, and incentives to seek out
information. Moreover, researchers found that the digital media program learning outcomes
depend on a variety of factors such as instructional goals and methods.

Research Methods:
This study used a convenience sample of eighty-five students from a diverse high school.
Student who were enrolled in one of three video production courses during the fall of 2011
completed a fifty minute online survey while in class during the last ten days of the semester.
The video production courses were all taught by the same teacher that was Michigans Visual and
Media Arts Teacher of the Year for 2012, and had received the NCTE Media Literacy award.
Students self-reported on their vocational interests in news media careers, technical and nontechnical skills, media production activities, civic engagement, and media literacy.

Summary of results:
Not surprisingly, the study found that students that are the most involved with the class
production activities are the most interested in careers in journalism and media, and that students
have a variety of learning experiences and competency levels even though participating in the

MEDIA PRODUCTION ARTICLE ANALYSES

same class. Further, students conveyed more proficiencies in nontechnical than technical skills.
The study also concluded that students civic engagement is connected to media literacy
proficiency, positive feelings about the news, and pre-production activities which include
information seeking skills.
Opinion:
I agree with the findings of the researchers that media literacy leads to more civic
engagement. When students have the ability to analyze and create a media, and understand the
role of media in the society, they are able to make informed choices. They also understand that
there is political bias and that there are differing opinions on any given topic. As for their
findings on learning outcomes in video production classes, I fully agree that students have
varying outcomes based on their level of participation and their ability to choose the courses.
The authors conclude that more research is needed, and that this pilot study raised several
concerns about the conclusions based on reasons for students election of a video production
course, students consumption of news, and the instructional design of the courses.
At my school we have several video production classes. As I was reading this study, I
agreed that not all students get to choose their courses. Our video production classes are
electives and with 2400 students, many students do not get their first choice. As mentioned in the
article, sometimes students that are struggling academically are placed in these courses. Also,
because of the collaborative nature of this type of course, student participation in class activities
tends to vary. Further, I know first-hand that usually it is the technology enthusiasts that are
more willing to try media production activities in academic classes.
I think that the study should have used a larger sample, and that perhaps they should have
used the same course (the methodology said students were enrolled in one of three courses). By

MEDIA PRODUCTION ARTICLE ANALYSES

reading this study, I learned that there are many variables that must be considered before
launching a research study.

Hobbs, R., Donnelly, K., Friesem, J., & Moen, M. (2013, December). Learning to engage: How
positive attitudes about the news, media literacy, and video production contribute to
adolescent civic engagement. Educational Media International, 50(4), 231.
doi:10.1080/09523987.2013.862364

Article 2: iTell: Transliteracy and Digital Storytelling by Suzana Sukovic

MEDIA PRODUCTION ARTICLE ANALYSES

Sukovics research study explores the specific relationship between iTell and a digital
storytelling project. iTell was a project created by Sukovic for St. Vincents College in Sydney,
Australia. In this project, students read a story but focused on something that they were
interested in but not delved into by the author of the story. For example, perhaps they enhanced
a favorite character, wrote an alternate ending, or viewed the story through another perspective
like Cinderella completely from the view of the mice. She had students tell their new stories
using digital storytelling methods. Through this project, the author hoped to enhance the levels
of students engagement, promote reading and writing across a broad range of literacies and
technologies (transliteracy), encourage individual learning, and enhance learning through an
investigative and creative environment.

Review of Literature:
First the author looked at literature related to digital storytelling. Digital storytelling has
been used to document communities, treat patients with traumas and tragic life events to help
them reflect, engage students learning processes, and promote critical thinking and multiple
literacies. Also, it promotes collaboration and builds a sense of community and confidence.
Next, she explored transliteracy and creativity through readings on multiliteracies and
information literacies. The transliteracy concept was introduced by Alan Liu at the University of
California in 2005, and Sue Thomas progressed the idea at DeMonfort University. Transliteracy
incorporates different types of technologies and literacies with social contexts. Sukovic also
looked at studies on perspective based on Gestalt psychology. In this therapy, voice is given to

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phenomena and inanimate objects. Through her research the author also found that there is not
much work assessing digital storytelling or investigating transliteracy.

Methods:
Using the approach of action research, the author delivered the project iTell in a series of
lessons. The first was a short two-hour introduction to the project, followed by longer
workshops with instruction where students actively work individually or collaboratively to plan,
create and ultimately publish their stories. The project hoped to answer whether this type of
environment increased transliteracy skills, engaged learners and left any lasting impact on
participants.
Participants were from the all girls St. Vincents College in Potts Point. The first group
was selected gifted students in Years 8-10, and college boarders in Year 10. After the first round
of iTell, students were allowed to volunteer. Participation for day students was voluntary but for
boarders it was required. In total, there were thirty-four participants.
There were a number of data gathering techniques used in the study. Initially, there was a
survey to collect information about participants learning. Then, students were given a oneminute paper where they wrote what they hoped to learn or what they doubted about the project.
During the project, researchers kept ethnographic-style records of their observations, and
collected student work samples. Also, after the last sessions, researchers set up interviews for
student reflection. Other methods included focus groups, feedback from others at the college
regarding changes student behavior or learning post-iTell, and examinations of school reports to
compare before and after the iTell project.

MEDIA PRODUCTION ARTICLE ANALYSES

Surveys used in the project were based on a four-point Likert scale. One concern that I
had with this is that the surveys were given in written form to assure the most participation, but
later entered into Survey Monkey for data analysis.
As for ethical issues of the study, it was approved by the College Executive and parents
of participating students. Students were assured that participation in this project would have no
bearing on their classwork. Student work was shown in a school setting and permissions were
gained before publishing outside of the school.
Summary of results:
Data and observations from the iTell project proved that students enjoyed the creative and
investigational environment and were engaged in the process. Some students were apprehensive
about working in a new setting with unfamiliar classmates, but found that they enjoyed the nonclassroom structure of the project and collaboration with others. After the project, students had
very positive comments and exhibited a sense of pride and confidence in their work. Many
students gained new technology skills, an understanding of copyright, and some even decided on
career paths because of the project. Many students explained that it taught them perspective and
gave them a sense of their own voice.
The author concluded that digital storytelling does in fact encourage critical thinking
skills by allowing students to form new knowledge and exhibit that knowledge in a new, more
creative way. Allowing students examine a story from a different viewpoint inspires more
complex exploration of texts. Sukovic found that the program did boost student involvement and
transliteracy skills. Further, the project helped some students to discover new abilities and
become more comfortable with tasks in which they had previously been disinterested. Students

MEDIA PRODUCTION ARTICLE ANALYSES

enjoyed the social interaction, the excitement of learning new skill, and have asked when the
project will be offered again.
Opinion:
A had a few concerns about the research methods. First, the surveys were given in written form
and then keyed into Survey Monkey by someone else. Not having done this type of research, I
was wondering if that left room for error and if so, because the sample size seemed small, would
an error effect the results. Secondly, the participants were varied. Some were selected because of
academic standing, some volunteered because they were interested in the project while others,
like boarders and students not motivated by a traditional classroom environment, were required
to participate in the project. Overall I feel the authors research did validate her proposal that
digital storytelling and the iTell project engaged learners, increased transliteracy skills, and had a
lasting impact on some participants.

Sukovic, S. (2014, September). ITell: Transliteracy and Digital Storytelling. Australian

Academic & Research Libraries, 45(3), 205-229. doi:10.1080/00048623.2014.951114