On behalf of the conference organizers, I am proud to be able to share with you today the videos of our April 12 Transmedia Hollywood 4 conference. As many regular readers know, this event is run jointly by myself, representing USC's Cinema School, and Denise Mann, representing our counterparts at UCLA and it is funded by a grant from the Andrew J. Kuehn Jr. Foundation. This year's focus was on models of social change, and we were excited to see a conversation emerge across the four panels, starting with panel 1's focus on the community outreach efforts of major brands and studios, panel 2's focus on smaller scale transmedia projects and entertainment education, panel 3's attention to grassroots activist efforts, and panel 4's consideration of young entrepreneurs and philanthropists. Each of the panels is interesting in its own right, but those who attended the event agreed that there was something magical about how the parts came together as a whole this year. I want to specially think David McKenna who worked around the clock to get these videos up and out to the world in record time. Enjoy.
Panel 1 Revolutionary Advertising: Cultivating Cultural Movements
In the web 2.0 era, as more and more millennials acquire the tools of participatory culture and new media literacy, some of this cohort are redirecting their one-time leisure-based activities into acts of community-based, grassroots social activism. Recognizing the power of the crowd to create a tipping point in brand affiliation, big media marketers, Silicon Valley start-ups, and members of the Madison Avenue advertising community, are jumping on board these crowdsourcing activities to support their respective industries. In other words, many of the social goals of grassroots revolutionaries are being realigned to serve the commercial goals of brand marketers. In the best-case scenarios, the interests of the community and the interests of the market economy align in some mercurial fashion to serve both constituencies. However, in the worst case scenario, the community-based activism fueling social movements is being redirected to support potato chips, tennis shoes, or sugary-soda drinks. Brand marketers are intrigued with the power and sway of social media, inaugurating any number of trailblazing forms of interactive advertising and branded entertainment to replace stodgy, lifeless, 30 second ads. These cutting edge madmen are learning how to reinvent entertainment for the participatory generation by marrying brands to pre-existing social movements to create often impressive, well-funded brand movements like Nike Livestrong, or Pepsi Refresh. Are big media marketers subsuming the radical intent of certain community-based organizations who are challenging the status quo by redirecting them into unintentional alliance with big business or are they infusing these cash-strapped organizations with much needed funds and marketing outreach? Today’s panel of experts will debate these and other issues associated with the future of participatory play as a form of social activism.Todd CunninghamFormerly, Senior Vice-President of Strategic Insights and Research at MTV Networks.
Denise Mann (Moderator)
Co-Director, Transmedia, Hollywood / Associate Professor, Head of Producers Program, UCLA School of Theater, Film and Television
Rob Schuham
CEO, Action Marketing
Michael Serazio
Author, Your Ad Here: The Cool Sell of Guerrilla Marketing
Alden E. Stoner
VP, Social Action Film Campaigns, Participant Media
Rachel Tipograph
Director, Global Digital and Social Media at Gap Inc.
Hollywood’s version of transmedia has been preoccupied with inspiring fan engagement, often linked to the promotional strategies for the release of big budget media. But, as transmedia has spread to parts of the world which have been dominated by public service media, there has been an increased amount of experimentation in ways that transmedia tactics can be deployed to encourage civic engagement and social awareness. These transmedia projects can be understood as part of a larger move to shift from understanding public media as serving publics towards a more active mission in gathering and mobilizing publics. These projects may also be understood as an extension of the entertainment education paradigm into the transmedia realm, where the goal shifts from informing to public towards getting people participating in efforts to make change in their own communities. In some cases, these producers are creating transmedia as part of larger documentary projects, but in others, transmedia is making links between fictional content and its real world implications.
Panelists
Henry Jenkins (Moderator)
Co-Director, Transmedia, Hollywood / Provost Professor of Communication, Journalism, and Cinematic Arts, USC Annenberg School for Communication
Katerina Cizek
Filmmaker-in-Residence, National Film Board, Canada
Katie Elmore Mota
Producer, CEO of PRAJNA Productions
Panel 3: Through Any Media Necessary: Activism in a DIY Culture
A recent survey released by the MacArthur Foundation found that a growing number of young people are embracing practices the researchers identified as “participatory politics”: “interactive, peer-based acts through which individuals and groups seek to exert both voice and influence on issues of public concern.” These forms of politics emerge from an increasingly DIY media culture, linked in important ways to the practices of Makers, Hackers, Remix Artists and Fan Activists. This panel will bring together some key “change agents,” people who are helping to shape the production and flow of political media, or who are seeking to better understand the nature of political participation in an era of networked publics. Increasingly, these new forms of activism are both transmedia (in that they construct messages through any and all available media) and spreadable (in that they encourage participation on the level of circulation even if they do not always invite the public to help create media content).
Panelists:
Megan M. Boler
Professor and Associate Chair, Department of Humanities, Social Sciences, and Social Justice Education OISE/University of Toronto
Marya Bangee
Community Organizing Residency (COR) Fellow, OneLA, Industrial Areas Foundation (IAF)
Erick Huerta
Immigrant’s rights activist
Jonathan MacIntosh
Pop Culture Hacker and Transformative Storyteller
Sangita Shreshtova (Moderator)
Research Director of Media Activism & Participatory Politics (MAPP) project, USC Annenberg School of Communications and Journalism
Elisabeth Soep
Research Director and Senior Producer at Youth Radio-Youth Media International
Panel 4 The e-Entrepreneur as the New Philanthropist
Nonprofit organizations are increasingly thinking like entrepreneurial start-ups and vice-versa, as young people are starting organizations which embrace the notion of the “consumer-citizen,” modeling ways that social-change efforts can be embedded within the everyday lifestyles of their supporters. While the boomers treated the cultural movements of the late sixties as a cause, today’s e-citizens are treating their social activism as a brand. They are selling social responsibility as if it were a commodity or product, using the same strategies that traditional business men and women used to sell products.
Sarah Banet-Weiser
Professor, USC Annenberg School of Communication and Journalism and Department of American Studies and Ethnicity
Sean D. Carasso
Founder, Falling Whistles
Yael Cohen
Founder/CEO, Fuck Cancer
Ann Pendleton-Jullian (Moderator)
Professor, Knowlton School of Architecture, The Ohio State University, and Distinguished Visting Professor, Georgetown University
Your chapter on YouTube has been the focus of some very productive debates between the two of us, often having to do with the relationship between collective engagement and “self-branding.” In the published chapter, you acknowledge that various forms of collective action are possible through social media (citing, for example, the Arab Spring movement), but for you, “narcissism is part of the very structure of online technologies,” (p.88). I could argue the opposite is also true -- that networked communication is by its very definition networked, which involves some kind of set of social relations between individual participants. So, how do we as theorists reconcile the individualistic and collectivistic dimensions of digital culture?
It’s a very good question, and at the risk of being repetitive, I think our responsibility as theorists is to engage how these dimensions of digital culture—the individualistic and the collectivist—operate simultaneously and often in contradiction with each other. In terms of narcissism, I am responding to Jean Twenge, who has argued in her book on youth and media that narcissism is a problem for the younger generation. My critique of this argument is that rather than understand youth and media as discrete, separate realms, we need to think about the deep interrelations between and within youth culture and media spaces. That is, I said here that online technologies enable a kind of narcissism, and this (at least to me) is surely true, in the context of self-branding, personal profiles, the genre of “selfies” for young people, the isolation that can happen in digital spaces. The fact that this context exists doesn’t mean that networked communication is not enabled by digital culture, but it does mean that we have to think about what the categories of “individual” and “networked” are in relation to each other, rather than as each other’s opposite. To say that digital spaces are often individualistic, and that we should be more critical of this as these spaces are often touted as democratic, doesn’t mean that no other politics exist online.
I also think that we need to think of this digital dichotomy as something that also finds purchase in off-line spaces. So, there is some similarity between the notion that, say young women in digital spaces often self-present according to familiar gendered scripts, and the fact that these same scripts are reinforced in celebrity culture, everyday practices, policy and legislation. And, networked communication online might energize and organize a kind of democratic participation that then takes place off-line. What I hope to do in my work is not give the impression that I don’t think democratic participation is possible, but rather that in order for us to understand what something like democracy looks like in the current moment means that we need to engage cultural spaces in their relation to each other, rather than as discrete realms.
You end the book with a really provocative section which at once critiques the possibilities of a politics grounded in critical utopianism (you talk about “utopic normativity”) and yet also holds open what you describe as “the generative potential of ambivalence.” What would you see as some real world examples where groups or individuals have built in meaningful ways on the “generative potential of ambivalence” and how might we distinguish them from the kind of utopian thinking which simply reinscribes existing norms and values?
Well, I think perhaps the most obvious recent example is the various Occupy movements around the globe. Surely, brand culture is part of the context for Occupy—even as it is also part of the movement’s critique. So while Occupy might be called a “branded” movement—through design, logos, the use of social media, the Guy Fawkes mask you mentioned, etc—it is also about challenging existing norms and values.
Another example of how ambivalence is generative can be found in the branding of Wikileaks. A marketing company was hired to brand Wikileaks, as a way to raise funds for Assange’s legal fees. Did branding Wikileaks mean that the politics behind it are rendered obsolete, or does it make Assange a “sell-out”? The WikiLeaks website challenges the history of “official” information and the public’s right to access this information; the leaked documents have already disrupted routines of national security around the globe. Regardless of its ultimate impact, WikiLeaks is subversive. Because WikiLeaks is an affective sentiment in the sense that it inspires affect and emotion from individuals, the branding of it invokes ambivalence. The traversing of boundaries involved in branding WikiLeaks is not about whether Assange is “selling out,” but is an articulation of a politics of ambivalence.
The branding of feminism (as opposed to the branding of post-feminism) might be yet another example. For instance, last year’s “Binders of Women” could be understood as embodying part of brand culture in the way it was circulated, distributed, and engaged by consumers. Yet it also brought critical attention to the patriarchal discourse of politics, and worked to remind women of the importance of voting, etc.
Importantly, to traverse boundaries of different economies, market and non-market, profit-oriented or reciprocal, means not to jump from one “side” of a neoliberal divide to the other, one a space of authenticity, the other one of complicity as the discourse of “selling out” implies. And this is the ambivalence that I think is generative, that challenges a utopic normativity.
Sarah Banet-Weiser is a Professor in the School of Communication at USC Annenberg and the department of American Studies and Ethnicity. She had two books published in 2012, most recently Authentic™: The Politics of Ambivalence in a Brand Culture (New York University Press), which examines brand culture, youth, and political possibility through an investigation of self-branding, creativity, politics, and religion. Also published in 2012 was Commodity Activism: Cultural Resistance in Neoliberal Times (New York University Press), co-edited with Roopali Muhkerjee. Her first book, The Most Beautiful Girl in the World: Beauty Pageants and National Identity (University of California Press, 1999), explores a popular cultural ritual, the beauty pageant, as a space in which national identities, desires, and anxieties about race and gender are played out. She has also authored a book on consumer citizenship and the children's cable network: Kids Rule! Nickelodeon and Consumer Citizenship (Duke University Press, 2007), in addition to her co-edited book, Cable Visions: Television Beyond Broadcasting, co-edited with Cynthia Chris and Anthony Freitas (New York University Press, 2007). She co-edits, with Kent Ono, a book series with New York University Press, "Critical Cultural Communication," and is the editor of American Quarterly.
Transmedia Hollywood 4: Spreading Change is coming up on Friday of this week, and in anticipation of that event, which is scheduled to have some substantive discussion about the intersection between brand cultures and political activism, I wanted to share this interview with my USC Annenberg School colleague Sarah Banet-Weiser. Banet-Weiser will be speaking at the event, drawing on her two recent books, the single-authored Authentic(TM): The Politics of Ambivalence in a Brand Culture and her anthology, co-edited with Roopali Mukherjee, Commodity Activism: Cultural Resistance in Neo-Liberal Times. I anticipate Banet-Weiser bringing a very needed critical perspective to our discussions, one which is skeptical of the claims of some of our corporate participants, but one which is also open-minded and curious about their visions of political change.
I have come to develop enormous respect for Banet-Weiser during my time at USC. She is beloved here as a teacher and mentor who is incredibly dedicated to her students. We often find ourselves closely aligned on departmental policy concerns and she has in some ways been a mentor for me as I have adjusted to a new institutional setting. Our work seems to have paralleled each other -- starting with her early work on children's culture and media, which emerged at about the same time I was publishing The Children's Culture Reader. More recently, her Authentic (TM) book was released just a few months before Spreadable Media. Both represent attempts to come to grips with the contradictions and challenges of our current moment of media change. And I have found her collection on Commodity Activism very important as we are thinking through my current research on youth, new media, and participatory politics.
I think it is safe to say that most of the world, reading our work in isolation from our institutional context, would see us as representing very different theoretical and ideological perspectives on some of these same issues. It is difficult in the current climate to describe these differences in language that is not already over-determined by culture wars and conflicts, rifts in our field that go back at least to the 1980s, if not earlier. Banet-Weiser's work is grounded in a very strong critique of neoliberalism and a strong emphasis on structural constraints on our capacities for individual and collective action; my work has been strongly grounded in an advocacy for participatory culture as a central tool for bringing about greater diversity and democracy and has tended to place a strong importance on the concept of collective agency within a networked culture. Often, our respective intellectual allies do not play nicely with each other, and we've both been concerned by the sharp language through which these issues have often been contested in recent years.
Yet, I have enormous respect and affection for Banet-Weiser and have always learned a tremendous deal from her work, and as friends and colleagues, we have become important thinking partners for each other. We read and responded extensively to each other's book manuscripts. Such exchanges were especially valuable at moments where we were in the sharpest disagreement, where our world views clashed in ways that prove generative for both of us. Some of these core disagreements surface in the following interview. My hope is that these disagreements prove generative for my readers also.
As I have written often of late, there's an urgent need for these perspectives to be speaking with each other. I see more and more scholars talking about the need for a frank critique of what's happened with digital culture and especially with Web 2.0. Many are calling for us to move beyond utopian or dystopian perspectives and deal realistically with what has and has not been achieved in terms of a vision for meaningful social and political change. One side has perhaps articulated most fully the promises and potentials of that change,the other has developed the strongest critique of the structural constraints on reforming or transforming the current system and the mechanisms by which participation has been manipulated and exploited by corporate interests towards its own ends. One side has pushed an agenda of media reform focused around corporate concentration, while the other has stressed the importance of insuring the broadest possible access to the skills and tools required for meaningful participation. These two sides too often speak past each other, distrust each other. We lose sight of our shared goals. I am determined to seek common ground between these perspectives, and I hope that this exchange will represent one step forward in that process.
Banet-Weiser writes with enormous clarity in her new book about a theoretical and political stance grounded in "ambivalence," a term I also think might describe what I am seeking right now in my own work. Too often, we've ended up with a divide between those of us who see the world as a glass half full and those who see the world as a glass half empty, without noticing that both of us agree that it's only half a glass. Our points of disagreement may make us stronger if they force us to examine our core assumptions and sharpen our analysis, but they should not come at the expense of our recognition of our shared commitments and our collective stakes in insuring a more just society.
You write, “Terranova’s idea of compromise, between creativity and capitalism, between affect and profit, requires that we understand what exactly is being compromised, and what consumers gain as well as lose through such transactions.” On this point, we totally agree though there’s much more work to be done before we can fully address this question. My own sense is that critical theory has been better, by far, at describing what consumers “lose” and less effective at describing what consumers “gain.” So, from your point of view, what do consumers “gain” under the neo-liberal terms you are describing in your book? And what do they “lose”?
Well, as you say, it is somewhat easier to describe what consumers “lose” within brand culture, so I’ll address that first. I describe in the book how, in the current moment, brands, and branding strategies, have expanded beyond selling actual products or companies, and are an integral part of culture. We are witnessing the expansion of brand language and logic to our personal selves, where individuals often feel obliged to not only construct, but to understand themselves as brands. This is a problem, I think, because branding is, at the end of the day, about selling and marketing things. So, for instance, when we create a self-brand, we embark on a process that packages, designs, and markets us—human beings—just like other products and commodities. To think of ourselves as things or commodities devalues the self.
Another thing I think consumers “lose” when we are not critical of, or do not challenge the normalization of self-branding, and brand culture more generally, relates to the economies of visibility that support and validate branding. Branding, and self-branding in particular, is about making the self visible (through a variety of media platforms), and I think we need to be critical of not only cultural imperatives to be visible, but also the structural inequalities that organize visibility in the first place: who can be visible? Who is seen as “worthy” of visibility? How does visibility work in different ways depending on gender, race, class? Within this context, brand culture, as both an economic and cultural formation and dynamic of power authorizes some things as “brandable,” while others are unbrandable, or are in excess of the brand, or remain in search of “brandability” if they want to be visible.
Now, what do consumers potentially “gain” within the neoliberal context? While I’m critical of many brand cultures in the book, the cultures and practices I examine are only a small element of broader brand culture. There are historical ways in which, for example, making the self visible through consumer and brand culture has been linked to a politics of freedom and emanicipation, and I think we need to pay attention to those histories. This is a contradictory formation: brand culture provides the context for struggles over visibility and recognition. Yet it simultaneously provides the context for the commodification of people as visual objects. The contradictory spaces of brand culture provide opportunities for acting on these contradictions, and thus potentially locating political possibility and critique within brand culture.
But brand culture, or any kind of culture for that matter, is not an either/or context, where it is either liberatory or oppressive, because the production of meaning is always collective and contingent. Certainly the kinds of access and disruptions of power we witness in, say, social media contexts, can lead to a more democratic idea of resistance and identity, and dynamics of power can be re-contextualized in ways that offer space for shifting norms.
What I trace in the book, and this is particularly true when we are talking about gender norms and practices, is that these media platforms may be disrupting conventions of power in some ways while also relying on familiar scripts and narratives that have proven successful in capitalism.
These questions are intended to get to the heart of what your book is describing as “ambivalence.” It is a word which does a great deal of work in your argument. In what sense do you think our relations to contemporary consumer culture are “ambivalent”? What is the role of the critic in dealing with this kind of ambivalence?
I think that a great deal of scholarship approaches consumer and popular culture within the framework of a familiar binary: it is either authentic or commercial, it is about real politics or corporate appropriation. For me, brand culture is neither a historical inevitability, nor is it uncontested. Rather, brand cultures emerge from the deeply interrelated discourses and practices of capitalism, history, culture, technology, and individual identity formation. Because brands form culture, they are—like culture itself—often unstable and precarious. The argument I’m making in the book is that consumer capitalism is a nuanced, multi-layered context for identity formation—as such, it is an explicitly cultural space. And, because I’m writing about culture, I think we need to carefully attend to the ways in which the production and consumption of culture within the logic of branding involves not only those practices that are easily branded, but also those who are left out of brand culture because they are not easily branded. So, we need to think about why certain politics or lifestyles are incorporated into brand culture, as well as why others not immediately amenable to branding are left out.
This is where ambivalence comes in, in those spaces of culture that are not easily determined by either commercial culture or individual resistance. But, connecting ambivalence to actual praxis is a difficult thing, and has no guarantees. For one thing, most elements of culture are not seen as ambivalent. Ambivalence, its lack of certainty, its inconsistency, the way it both harbors and is defined by doubt, is generally understood as a problem, something to avoid. Yet, I’m arguing that it is important to take seriously the cultural value of emotion and affect and the potential of ambivalence, its generative power, for it is within these spaces that hope and anxiety, pleasure and desire, fear and insecurity are nurtured and maintained. Brand marketers realize the potential of ambivalence, and capitalize on it. But their strategies do not in turn mean that affect, or ambivalence, are simply, or only, spaces of corporate manipulation. Rather, affect and ambivalence can be utilized in different ways.
The ambivalence of brand cultures, then, is about incongruity—all brand cultures do not mean the same thing, either culturally or individually. If consumer capitalism demands that we live our lives within brand spaces and subjectivities, we need to think carefully about what this kind of life looks like, and conversely, what potential spaces and actions threaten to disrupt the expected flow of consumption.
To theorize ambivalence as a structuring element of brand cultures means that not all cultural practices are spaces of possibility, but rather that some carry more potential than others, that some cultural practices are easier to brand than others. Those practices that can be integrated within brand relationships, such as girls’ self-esteem, or environmental politics, or street art, are not empty of political possibility, but that possibility itself takes shape within a branded space and under branding rubrics. When a brand, a genre, or a product circulates in culture, its meaning is ambivalent. In other words, the fact that a brand circulates in culture is not a guarantee of its meaning; rather, the circulating brand is constantly under the threat of breakdown and destabilization. Within brand culture, this threat forms a crucial contradiction: brands are designed for stability, and their logic is based on regularity and singularity. Yet they are ultimately precarious, and are subject to cultural misunderstanding. For me, to theorize brand cultures as subject to misunderstanding and misrecognition is to deliberately hold on to the generative potential of brand cultures.
Sarah Banet-Weiser is a Professor in the School of Communication at USC Annenberg and the department of American Studies and Ethnicity. She had two books published in 2012, most recently Authentic™: The Politics of Ambivalence in a Brand Culture (New York University Press), which examines brand culture, youth, and political possibility through an investigation of self-branding, creativity, politics, and religion. Also published in 2012 was Commodity Activism: Cultural Resistance in Neoliberal Times (New York University Press), co-edited with Roopali Muhkerjee. Her first book, The Most Beautiful Girl in the World: Beauty Pageants and National Identity (University of California Press, 1999), explores a popular cultural ritual, the beauty pageant, as a space in which national identities, desires, and anxieties about race and gender are played out. She has also authored a book on consumer citizenship and the children's cable network: Kids Rule! Nickelodeon and Consumer Citizenship (Duke University Press, 2007), in addition to her co-edited book, Cable Visions: Television Beyond Broadcasting, co-edited with Cynthia Chris and Anthony Freitas (New York University Press, 2007).
She co-edits, with Kent Ono, a book series with New York University Press, "Critical Cultural Communication," and is the editor of American Quarterly.
A while back, I announced that alternative comics creator C. Tyler was coming to USC to give a talk about her life and work. Tyler was part of the group of women who contributed to the important Twisted Sisters anthology series; she worked closely with Aline Kominsky-Crumb (not to mention Aline's husband, Robert) and has been married to Justin Green (another key figure in the underground comics movement) for several decades. She has always produced bracingly honest, beautifully crafted, autobiographical stories, often centering around her experiences of low-paying jobs and the challenges of motherhood, but deeply embedded in a sense of family and gender politics. Tyler has justly gotten new acclaim and interest as a result of You'll Never Know, a three volume series of graphic novels focused on her father and mother, who were World War II veterans, and what they passed down to subsequent generations.
People who attended her talk at USC found it a remarkable experience: she was so fresh and authentic and down to earth about herself and her art; she shared enormous insights into her tools, her raw materials, and her process, and she was so generous in engaging with our students, many of whom were young women who want to make their own creative contributions to the world. The program flew by with never a dull moment. So, I am very proud to finally be able to share the video of this event with my readers.
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On other fronts, I've wanted for a while to do a shout-out to the wonderful work being done on a new web comic series, My So-Called Secret Identity.
Here's some of the background about the project they provide online:
My So-Called Secret Identity is what happened when internationally-acclaimed Batman scholar and popular culture expert, Dr Will Brooker, decided to stop criticising mainstream comics for their representation of women, and show how it could be done differently; how it could be done better. Working with professional illustrator Susan Shore and PhD in superhero art, Dr Sarah Zaidan, Brooker assembled a team to build a new universe, close enough to the familiar capes-and-cowls mythos to offer critical comment, but distinct enough to strike out in a whole new direction and offer a story unlike any other superhero title. The costume designs and character sketches for My So-Called Secret Identity were created by established names and fan favourites, from Lea Hernandez to Hanie Mohd. These very different artists offered very different takes on the characters and their styles, but they had one thing in common. In a deliberate reversal of mainstream industry conventions, almost all the creative team behind MSCSI are female.
And here's a bit about the series' main character:
All her life, Cat's been taught to be little, learned to keep herself small, tried to avoid attention. Don't be too full of yourself. Don't show off. And most of all, don't let people know how smart you are, because they don't like it. But Cat really is someone special. Cat is the smartest person in Gloria City. She remembers everything she reads; she knows how everything connects. And she's getting tired of pretending, of hiding, of acting dumb to save other people's feelings.
My So-Called Secret Identity is, to put it in technical terms, wonderful. You can tell from the first page how much thought has gone into this story, the development of its protagonist, the visual treatment of the material, and the way to share this tale with readers. Brooker brings to this project a life-time of thinking deeply about the genre conventions of the superhero comic, but he also brings with it a sensitivity to the many different ways where the world strips young women of their self-esteem and teaches them that they should not be so "confident" in the ways they speak about themselves and their work.
Cat, she of many names and many identities, she of great power and intelligence, is struggling to figure out who she is and where she belongs. She is working to piece together her mission and to come to grips with her power.
Susan Shore and Sarah Zaidan's visual style is warm and soft, standing in contrast with the garish look we associate with superhero comics, and there is a strong sense of place here as Cat shares with us some of her favorite nooks and crannies in Gloria City. This is one of the strongest first books in a new comics series I have read in a while and I can't wait to see more. The creators are raising funds as they go,so if you like what you see, make a contribution.
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I also wanted to give a shout-out to a new blog, started by William Proctor, a comics scholar at the Center for Research in Media and Cultural Studies at the University of Sunderland, who was nice enough to play host to me this summer when I was visiting his city. His blog, Infinite Earths, intends to bring together a community of academics, fans, and artists, who want to talk seriously about comics, especially British comics, and so far, it has lived up to any expectations. So far, he has published an autobiographical essay by the above-mentioned Will Brooker discussing his childhood fascination with some of the ground-breaking Vertico titles and the first part of an extended rumination by Bryan Talbot, one of my favorite British comics creators, about the thinking that went into his now classic A Tale of One Bad Rat, as well as Proctor's own notes about a recent Talbot lecture on the history of anthropomorphic animals in comics. I have already promised Procotor an interview about my own current comics research, but regardless, I plan to keep close eye on this blog in the months ahead.
Like many of my readers this week, I am enormously excited about the ground-breaking success of the Kickstarter campaign to get Veronica Mars into production as a feature film and what this means about the future relations between fans and producers of cult media. Next week, I am planning to run a extended conversation with some key thinking partners placing the Veronica Mars campaign (and Netflix's venture into original television content) into some perspective.
But I don't want us to forget that Kickstarter has been as powerful if not more so in helping to provide seed funds for independent artists of all kinds and as such, it has become a key vehicle for increasing the diversity of cultural production. My co-authors Sam Ford, Joshua Green, and I discuss Kickstarter in our book, Spreadable Media: Creating Meaning and Value in a Networked Culture, alongside a range of other developments which are creating stronger bonds between independent artists and their supporters -- from pre-production through release.
Today, I want to put my weight behind an independent media property -- Spider Stories -- which was brought to my attention by a USC undergraduate, Charles Agbaje. The Agbaje Brothers (Charles and John) have been publishing independent comics under the Central City Tower label for several years now, and they are seeking funds to take their efforts to the next level -- developing a cartoon series which has its roots in traditional African folktales and myths, but which speaks to the genre expectations of our current pop cosmopolitan generation.
Here's how they describe the basic premise:
Spider Stories follows the tale of Princess Zahara who is thrown into hiding after the royal family is overthrown by a corrupt neighboring kingdom. While traveling with a misfit caravan of merchants she meets a wandering drummer griot who introduces her to the spirit world. Armed with a mystical staff, the fearless princess embarks on quest to reconnect with the spirits, reunite her homeland, and reclaim the throne.
We are developing an 11 minute animated pilot for a fantasy adventure series called Spider Stories. Your pledges will go towards funding a team of animators to get it done at a professional level of quality.
They argue that fans of superhero comics have grown up on Norse myths (Thor) and Greek myths (Hercules); we are starting to see Japanese and Chinese folktales making their way into anime and manga, but that comics and animation have so far done little to tap into the rich cultural traditions of Africa (with the possible exception of the recent revamp of The Black Panther at Marvel). The Agbaje Brothers have expressed concern with the fact that African-American youth are often cut off from their own cultural traditions and all of us receive a single-dimensional understanding of Africa (which many westerners see as a country rather than a continent with many diverse national traditions). However, they are also concerned that so often stories by and for African-Americans get cut off from the cultural mainstream and thus do not reach the largest possible audience. So they very much want to create something that speaks across racial and cultural divides.
If the art work and proof of concept videos they share on their Kickstarter page are any indication, this has the potential to be a spectacular project, and it is precisely the kind of production that Kickstarter was designed to support -- one which is unlikely to get very far with mainstream animation or comics producers unless they can demonstrate a broad range of support and can show the world what they can do. Let's see if we can give them their chance.
In some of their promotional materials, the brothers talk about how their experiences growing up together had shaped the kinds of stories they want to share through their work. I asked Charles to tell me more about these formative influences on their work:
The stories we made growing up span all kinds of sci-fi, fantasy, and superhero tales. We were first inspired by the original Teenage Mutant Ninja Turtles cartoon, and you can see early on we invented several mutant animals of our own. Later we were influenced by the wide variety of anime that hit in the late 90s, particularly shows that made their way onto Toonami. Dragonball Z, Gundam Wing, Tenchi and more were among our favorites. As video games became more sophisticated RPGs and Adventure game story-lines such as The Legend of Zelda also influenced our style. Throughout, the complexity and action in the DCAU such as Batman: The Animated Series, Batman Beyond, and Justice League also contributed to our sensibilities.
We have our fair share of costumed superheroes such as the Storm Surfers, mutant animals like The Frogs, and classic swords and sorcery in Crimson Knight. Even though a lot of these characters started off fairly simple, some we've had in our minds literally since we were 5 years old, and the stories have since grown and matured.
Starting with Project 0 in 2010, we moved away from our old ideas and began to synthesize them into new properties that couldn't be so easily labeled. This also helped us as story tellers. In creating new stories we were able to critique them objectively without the nostalgia lens that would only really make sense to us. Project 0 is a mix of fantasy, sci-fi and adventure taking cues from a lot of our previous original properties, to as diverse sources of inspiration as Digimon and The Matrix.
Though we still plan to revist several of our age old stories, we are now moving forward with another new series called Spider Stories.
Spider too takes cues from a lot of our old ideas, and then more modern fantasies such as Avatar The Last Airbender or Nintendo's Fire Emblem. It takes the same grand scale epic appraoch to world building and story telling that fans around the world love to see. But it does it in an African inspired backdrop which, while there are a few out there, have never really been acknowledged by mainstream audiences. We're doing a lot of homework on African mythology and history. And we are always sure to consult our cultural experts, our parents, to make sure it stays authentic.
So often the depiction of blacks and Africans in the media is one of poverty, corruption, or ignorance. At its most positive, black characters are often sidekicks or best friends to the lead, and black culture is typically framed through an other-ed lens. Even when it isn't, such shows and movies are often relegated to niche markets and targeted so narrowly as 'black entertainment' that it may be alienating to non-black audiences.
We want Spider to really be a universal story. While it takes on African aesthetics and sensibilities, it is written to be accessible to all audiences regardless of ethnicity. It's pure fantasy, not historical fiction or an adaptation of an existing myth. We hope audiences will be able to relate to the characters as people first. The nods to culture and history should spark interest in fans to seek out and learn more about Africa on their own. Art is often a launching point for cultural exposure, and the more it's seen, the more normalized it becomes.
Today, the Annenberg Innovation Lab at USC and the Joan Ganz Cooney Center announced the release of "T is for Transmedia: Learning Through Transmedia Play." The report is written by Becky Herr-Stephenson and Meryl Alper, under the supervision of Erin Reilly. This paper provides a much-needed guidebook to transmedia in the lives of children age 5-11 and its applications to storytelling, play, and learning. Building off of a review of the existing popular and scholarly literature about transmedia and children, this report identifies key links between transmedia and learning, highlights key characteristics of transmedia play, and presents core principles for and extended case studies of meaningful transmedia play experiences.
"We really have two goals for the report," says co-author Becky Herr-Stephenson. "Our first is to get educators thinking about how they might incorporate transmedia play into activities, lesson plans, or projects. Our second goal is to put the design recommendations before media makers in the hopes that the principles will reinforce the good work people are already doing as well as encourage others to bring play and learning to the forefront of their transmedia projects.”
“T is for Transmedia” is embedded below and is also available for download here.
I know that this report is going to generate a lot of interest from the transmedia enthusiasts and new media literacy educators who constitute this blog's most loyal readers, so to give you a taste of what to expect, I am sharing with you the introduction I contributed to this project.
There's a Monster at the End of This Report
There is a monster at the end of this report (well, maybe there is, but you won’t know for sure until you turn all of the pages and read what we have to say).
But, it is telling that most of you probably recognize this phrase as a reference to a classic children’s book, written by Jon Stone, illustrated by Michael Smollen, released in 1971 just a few years after Sesame Street debutted on PBS, and “starring lovable, furry old Grover.” Much has been made of the ways that Sesame Street reinvented children’s television, embracing rather than running away from the properties of its medium, incorporating tricks from advertising, parodies of popular culture, songs and skits, into something which encouraged the active engagement of its young viewers. Yet, far less has been made of the fact that Sesame Street from the very start encouraged its young fans to follow it across media platforms - from television to records, books, stuffed toys, public performances, feature films, and much more. Certainly, the then-Children’s Television Workshop’s steps in that direction were cautious, given the anxieties many parents have about the commercialization of children’s culture. But, over time, much of the American public came to embrace those experiments in transmedia storytelling as part of what made Sesame Street such a powerful learning system. In a 2007 online poll, the American Education Association voted The Monster At the End of This Book onto a list of “Teachers’ Top 100 Books for Children,” and a few years later, the School Library Journal gave it a prominent spot on its list of the Top 100 picture books.
Part of what makes The Monster so compelling is that it is as reflexive about the nature of the printed book as a medium as Sesame Street was about our experiences of watching and learning from television. Reading this book becomes a kind of play as children scream with a mixture of fear and delight as we turn each page, wondering when the scary monster is going to appear, only to discover that it is “lovable furry old Grover” who is the monster we warmly welcome at the end of the book. Grover tries to do everything he can to block us from turning the pages, from tying knots to constructing brick walls, from begging to harranging us, yet the desire to read overcomes all of the walls he might try to erect. The children’s book has long been a site for domestic performance, as parents and children alike try out different voices, make sound effects, respond with mock emotions, to the pictures on the page.
This book had effects which go beyond the printed page: Grover emerges as an early fan favorite on Sesame Street as his personality took shape across platforms. When young people pick up The Monster, they already know who Grover is, they know his back story, they understand his motivations, they identify with what he is feeling, and as a result, there is an immediacy about our experience of this book.
Predictably enough, Monster has in recent years evolved into a digital book, an interactive experience children on their iPad. We certainly do not want to exclude adults from the fun - reading books together across generation is perhaps the most powerful way to foster a deeper appreciation of the pleasures of reading. But, Sesame Street has always understood that children do not enjoy equal opportunities to learn. Some children are left on their own while their parents work long hours. Some parents do not have good models for active reading with their children and look for prompts that might allow them to learn how to play and perform and speculate around the printed page. The experience of an e-book version of Monster will ideally supplement and scaffold the experience of reading the traditional picture book, not replace it, but it also adds a new layer to the ever expanding “supersystem” which constitutes the world of Sesame Street. So does The Putamayo Kids Presents Sesame Street Playground, a CD/DVD set which shares with children songs from the many versions of the program which have been localized to languages and cultures around the world, and video clips featuring the original casts in India, Mexico, Russia, or South Africa. And Sesame Street, the longest street in the world, just keeps growing.
Today, we might describe Sesame Street as a transmedia experience - that concept did not exist in 1971 when Monster was first published. Transmedia is an idea that has come into sharper focus over the past decade, having emerged from active conversations between academic researchers, creative artists, policy makers, fan communities, anyone and everyone interested in the future of entertainment and storytelling. Transmedia, by itself, means “across media” and it describes any number of possible relationships which might exist between the various texts that constitute a contemporary entertainment franchise. Marsha Kinder (1991), a media scholar who has written extensively about children’s media, coined the term, “transmedia,” to refer to the “entertainment supersystem” which had emerged around characters such as the Teenage Mutant Ninja Turtles, The Muppet Babies, or the Super Mario Brothers, as personalities and characters that move across media platforms, encouraging their fans to follow them where-ever they appeared. In my own work (Jenkins, 2006), I extended her concept to talk about transmedia storytelling, which refers to the systematic unfolding of elements of a story world across multiple media platforms, with each platform making a unique and original contribution to the experience as a whole.
Monster at the End of the Book builds off what we know of Grover on television but it creates a new kind of experience that takes advantage of the distinctive affordances of the printed book, which is designed to be read aloud in the child’s bedroom or playroom. Follow that Bird expands upon the time we get to spend with Big Bird while watching the television series in order to flesh out his backstory, situate him within a quest narrative, and suggest how much he means to the larger Sesame Street community. Neither example builds on extensive narrative information that must be remembered across different texts -- that would not necessarily be appropriate for younger viewers -- but it does reward fans who apply what they learned in one context to each new appearance of the characters.
Each of these texts, thus, contributes something to our knowledge of this fictional realm, and each takes advantage of those things their respective medium does best. We want the depiction of Oscar or Cookie Monster or the Count in a Sesame Street game to be consistent with what we see on television, but we also want the game to provide us with an interactive experience that is only possible in digital media. By combining media with different affordances, we create a more layered entertainment experience. Or at least, that’s the theory. A good transmedia narrative uses these various cross-platform extensions to flesh out the world, to extend the time line, to deepen our familiarity with the characters, and to increase our engagement.
With an educational property like Sesame Street, transmedia does something else - it reinforces the learning both by encouraging us to reread and re-experience a particularly pleasurable narrative (something, as we all know, kids are often inclined to do with little or no adult encouragement) and because they are invited to connect together pieces of information across multiple installments. In his book, The Tipping Point, Malcolm Gladwell (2000) describes the original Sesame Street as “sticky,” suggesting that young people become so drawn to its vivid characters that they keep coming back for more and in the process, these repeated encounters reinforce what they learn from its curricular design.
Transmedia encourages additive comprehension. We learn something new as we follow the story across media. This distinguishes it from cross-media, which refers to the use of these other media platforms as simple delivery mechanisms for the same old content. So, if we watch Sesame Street online or on a DVD and change nothing else about the content, that’s cross-media. We might also distinguish transmedia from multimedia. Multimedia might use multiple kinds of media - words, pictures, sounds, videos - which are brought together in a single package: so, in the old days, there might be a CD-ROM developed around Sesame Street, where clicking a button opens us up to a range of different kinds of media. In transmedia, there’s something powerful about how the reader is incited to search out dispersed content and reassemble it into a meaningful mental model.
In a hunting society, children learn by playing with bows and arrows. In an information society, they learn to play with information. That’s part of why we think transmedia learning is such a potentially transformative concept. A science fiction writer has to construct a world which can extend across media platforms, but there already exist many rich worlds - the world under the sea, the universe beyond the Earth, the ancient world, the people who live on the other side of the planet -- which are central to our desired curriculum. Perhaps, the best way to learn about them is to explore their stories, their environments, across media platforms, much as we acquire a deeper affection for Grover through repeated encounters.
Like any other kind of storytelling, transmedia is something which can be done well or badly. You can be attentive to the possibilities of expanding a story in new directions or you can simply slap a logo on something and pretend like it’s part of the same franchise. Transmedia can be enriching or exploitative, can be motivated by the crudest of economic motives or shaped by the most cutting edge learning science. But, when transmedia is done well, it creates a deeply engaging, immersive experience, which multiplies the number of learning opportunities.
Young people do not simply consume transmedia narratives; rather, transmedia encourages playful participation. In my book, Convergence Culture (2006), I talk about attractors (things that draw together an audience) and activators (elements which give the audience something to do, especially in a network society, ways to interact with each other around the shared content). Narrative-inflected play is hardly new. Go back and reread the great children’s books of the 19th century. There’s Meg in Little Women developing a backyard game based on Pilgrim’s Progress. There’s Tom Sawyer in Mark Twain’s novel pretending to be a pirate or Robin Hood. There’s Anne, she of the Green Gables, who re-enacts the story of the Lady in the Lake. Each of these books remind us that children before the era of mass media actively engaged with stories told to them by adults and transformed them into resources for their own creative play.
In the 20th century, mass media displaced many traditional forms of storytelling, but children’s play with narrative remained meaningful as a way of trying on adult roles and expanding core stories that matter to them. And this is what this report means by transmedia play. Certainly, adults have some legitimate worries about commercial media “colonizing” their children’s imaginations, but keep in mind that the human imagination feeds upon the culture around it and children show enormous capacity to re-imagine the stories that enter their lives.
Transmedia encourages this kind of creative reworking. The scattered fragments of a transmedia story are like pieces of a puzzle; they encourage curiosity, exploration, experimentation, and problem solving. Transmedia’s process of dispersal creates gaps which require our active speculation: some call this negative capability. Transmedia processes show us that there are more than one way to tell story, that there is always more we can learn about the characters and their world, and that represents a provocation to imagine aspects of these characters that have not yet made it to the screen. Young people make these stories their own through their active imaginations. The stuffed toy becomes their avatar: they use it to work through their problems; they use it as a vehicle for their emotions; they project their own personality onto the plush or for that matter, they use it a a stand in for some other powerful figure in their life. For a short moment, as they are reading about or manipulating Grover, they become the monster, and again, that’s a valuable experience. The child psychologist Bruno Betellheim (1976) tells us that young people need to read stories which acknowledge the darker sides of life, because children know that they are not always good and they need resources for thinking through how they should respond to the things that frighten them in the real world.
So, there you have the core concepts of this report - transmedia stories, transmedia play, transmedia learning. Put them all together and something magical happens.
Transmedia is not the monster at the end of the book; it’s not something you need to be afraid of encountering. So far, we know more about transmedia in entertainment and branding contexts than in relation to learning. That’s not a reason to take off running down the street. That’s a reason for people who care deeply about insuring the most diverse learning opportunities for our children to take transmedia seriously, to try to understand how to link multiple media together to create new pedagogical experiences, to be ready to explore how we might play together around the materials of a transmedia franchise, to invite children to explore what it means to read a story across the borders and boundaries between different texts and different media. This report offers some rich exemplars of groups who are doing well by children through their creation of powerful and transformative transmedia experiences, and it offers some design principles so that educators and producers might generate more meaningful, even mind blowing, transmedia experiences for the coming generation.
What does it mean to play a game?
At first glance, the question is simple, straightforward, and rather mundane. But, in this piece of experimental game criticism, USC iMAP student Adam Liszkiewicz pushes us to think deeper about the range of different encounters and experiences we have with games in contemporary culture. Liszkiewicz was a student in my "Medium Specificity" seminar last fall, and he wrote this essay as part of working through his responses to Ludwig Wittgenstein's writings about defining games in Philosophical Investigations. I found this response provocative and wanted to share it with my regular readers. It's taken me a few months to pry it from Adam's fingers, but here it is. I'd love to know what you think.
For me, the essay marks the logical next step in what has been called "the new games criticism," a mode of analysis which owes much to the "new journalism" movement of the 1960s, especially in its reliance on first person perspectives and evocative rather than descriptive prose. From the start, game critics have struggled with their object of study. Some wrote about games as texts, yet it was clear that each player had somewhat different experiences with the game depending on the choices they made. We got into hot water when we tried to describe games in terms of narrative or game play mechanics. We've tried to talk about the affordances of platforms. For the New Games critics, the key concept is experience. Each player has a different experience with the game, and so we might best start by offering as detailed and as informed an account of what happens when we play a game. This route led for example towards Drew Davidson's outstanding series of Well Played anthologies, which has smart players describe their process of working through key games. But, the key idea in this essay is that the same player might have multiple experiences of the same game and that the process of discovery and experimentation is ongoing, even when we think the game is played out.
When Did You First Play The Binding of Isaac? by Adam Liszkiewicz
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A picture held us captive. And we could not get outside it, for it lay in our language and language seemed to repeat it to us inexorably. [Ludwig Wittgenstein, Philisophical Investigations, 115]
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I first played the game The Binding of Isaac sometime during the winter months of 2011. This is to say that I watched one of its trailers, a short cinematic animation which explained the videogame’s backstory. Which is to say I watched the introductory cinematic cut-scene of The Binding of Isaac and mistook it as an advertisement. I have no memory of this viewing; it is merely implied by other memories, and other images. Perhaps these images are inaccurate?
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No, that is not what it means. And I should not accept any picture as exact, in this sense. [PI 70]
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I first played the game The Binding of Isaac in late January or early February 2012. My two best friends were visiting from Buffalo, NY, and both had become enamored with the game. I remember glancing at their computer screens from time to time, while they sat playing on my couch, each on their own laptop. The game looked interesting, by which I mean I largely ignored it and focused on schoolwork. (My spring semester had already started.) Then my friends showed me the opening cut-scene again. I remember feeling stunned: someone had remixed Chapter 22 of Genesis as a videogame about child abuse, evangelical Christianity, and schizophrenia. The game looked fantastic. I knew I had seen the opening cut scene before, but had no memory of its content. But how could this be true? How could I have seen the trailer but been entirely unaffected by it?
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In the sense in which there are processes (including mental processes) which are characteristic of understanding, understanding is not a mental process. (A pain's growing more and less; the hearing of a tune or a sentence: these are mental processes.) [PI 154]
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I first played the game Binding of Isaac on Friday, May 18th, 2012 at 9:55 PM PST. My wife and I went with some friends to a theater in North Hollywood, and caught the premiere showing of Indie Game: The Movie. The film follows Edmund McMillen, the designer and artist behind The Binding of Isaac, as he and his friend prepare to release their game Super Meat Boy to the XBox platform. I cannot remember if the film mentions or depicts The Binding of Isaac at all. But as I watched the film, I thought, “Oh yeah, The Binding of Isaac!” I believe I bought the game soon thereafter. Thanks to my email, I am certain of the date and time of the film.
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What is common to them all? Don't say: "There must be something common, or they would not be called 'games'", but look and see whether there is anything common to all. For if you lookat them you will not see something that is common to all, but similarities, relationships, and a whole series of them at that. To repeat: don't think, but look! [PI 66]
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I first played the game The Binding of Isaac on Tuesday, September 25th, 2012 sometime between 1 and 5 PM PST. I was attending a session of “CNTV 600: Medium Specificity,” a graduate-level course taught by Prof. Henry Jenkins in the School of Cinematic Arts at the University of Southern California. The theme for that class session was “Medium Specificity in Game Studies,” and as a student who studies and designs videogames I was asked to introduce a few notable contemporary games to the class. I began by screening the opening cinematic from The Binding of Isaac. When the clip was finished, someone asked me a question about what the game was like. I remember thinking: “How the hell should I know?”
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But have you a model for this? No. It is just that this expression suggests itself to us. As the result of the crossing of different pictures. [PI 191]
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I first played The Binding of Isaac on two separate occasions between early October and mid-November 2012. During that period of time, I was preparing three new videogames for a gallery show at USC; I worked long hours most days. I hadn’t played a new videogame in months, and I needed to try something new so I could write a short paper for CNTV 600: Medium Specificity. Twice, I tried to take a break from design work, and I launched The Binding of Isaac. I don’t recall what happened the first time, but the second time I fell asleep on my keyboard during its opening cinematic.
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The fundamental fact here is that we lay down rules, a technique, for a game, and that then when we follow the rules, things do not turn out as we had assumed. That we are therefore as it were entangled in our own rules. This entanglement in our rules is what we want to understand (i.e. get a clear view of). [PI 125]
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I first played The Binding of Isaac in late November 2012. My gallery show had just ended, and it was time to take a short break from work. I remember sitting down at my desk--it must have been Sunday, November 18th--and playing Team Fortress 2 for about ten or twenty minutes. I have played over 800 hours of Team Fortress 2 over the course of the past four years; it is a kind of habitual action, a comfortable pattern of thinking, like shooting baskets alone at a park. This is why my wife told me to stop, when she came into the room. She said it was time for something new. So I launched The Binding of Isaac.
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What is your aim in philosophy?—To shew the fly the way out of the fly-bottle. [PI 309]
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I first played The Binding of Isaac on Sunday, November 18th, 2012. I was hooked almost immediately.
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What I do is not, of course, to identify my sensation by criteria: but to repeat an expression. But this is not the end of the language-game: it is the beginning. [PI 290]
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I first played The Binding of Isaac on Monday, November 19th, 2012. I’d played the game for hours the day before, but somehow it felt like I was playing a new game again. In part, this is because of the freshness and volume of the game’s content, much of which cannot be accessed until it is unlocked through successful gameplay. Different content appears in different playthroughs, so you never know what you’ll encounter in a given level. Moreover, the game’s levels are procedurally-generated; they are created algorithmically, via a set of instructions, rather than being pre-designed and static. This means that each playthrough of The Binding of Isaac happens in a substantially new space, with unpredictable configurations of content. This also means that there is no one version of the game world. Instead, the game reveals itself as a kind of mindset one brings to bear on arbitrary content in an unstable architectural configuration.
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As is frequently the case with work in architecture, work on philosophy is actually closer to working on oneself. On one’s own understanding. On the way one sees things. (And on what one demands of them.) [BT, 300e]
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I first played The Binding of Isaac throughout late November 2012. The game remained surprisingly fresh, despite hours and hours of gameplay. Each time I played, I saw new configurations of space and content. Too, I saw that space and content offer new configurations of the game’s central character. The Binding of Isaac is a “roguelike,” a colloquial term for a videogame featuring randomization in levels and content, as well as permanent character death. This means that roguelikes usually afford opportunities for character progression through a random distribution of power-ups and magical items. These items traditionally increase (or decrease) the underlying statistics that govern your avatar’s attributes, and thus its relationship to the surrounding level environments. The Binding of Isaac takes this an unconventional step further: the items Isaac picks up also change his physical appearance. Isaac is routinely changed by objects in strange and often profound ways. His body grows, shrinks, and changes color and shape; his costumes change him from Cain to Judas and back to Isaac again; sometimes he cross-dresses and becomes Magdalene or Eve; other times he is deformed by reactions to pills; he sprouts wings, becomes a cyclops, or grows a tumor on his head. In these and other ways, The Binding of Isaac becomes an ever-changing game defined in part through an unstable character, and it follows that the meaning of the game becomes equally unstable.
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Let us say that the meaning of a piece is its role in the game. [PI 563]
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I first played The Binding of Isaac in late November 2012. I can’t remember the exact date, but it occurred when--for no apparent reason--I felt like watching the opening cinematic again. To this point, I had always interpreted this introductory cut-scene quite literally: Isaac’s mother was an evangelical Christian who one day started to hear God’s voice; this voice instructed her to discipline Isaac for his sinful behaviors; eventually, the voice commanded her to kill Isaac, as a demonstration of her faith, and in true Abrahamic fashion she picked up a kitchen knife; Isaac fled to his room, and then to the basement through a trap door hidden beneath his bedroom’s carpet. This had long been my reading of the opening cut-scene. But the longer I played the game, the more troublesome my interpretation felt. When I watched the cut-scene, I noticed something new: Isaac’s thumb in the bottom-left corner of the frame. And then I saw the shadow of Isaac’s head, looming over his thumb. Suddenly, a cartoon fly buzzed through the frame. I was dumbfounded: how had I never noticed these things before?
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It can be seen that there is a misunderstanding here from the mere fact that in the course of our argument we give one interpretation after another; as if each one contented us at least for a moment, until we thought of yet another standing behind it. [PI 201]
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I first played The Binding of Isaac in late November 2012. I still can’t remember the date, but it was the day I realized that the game’s introductory cinematic was drawn by Isaac himself. The opening cut-scene was the same story it had always been, but the author and narrator had changed. And as I watched the introduction all the way through--perhaps for the first time ever--I saw Isaac hang his drawing on the fourth wall, as an invisible barrier separating him from me. It was then that I realized The Binding of Isaac is not a remix of Chapter 22 of Genesis; neither is it about child abuse, evangelical Christians, nor schizophrenia. In fact, it is not “about” anything. It is an habitual action, a commonplace pattern of thinking. The Binding of Isaac is drawing.
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But when one draws a boundary it may be for various kinds of reason. If I surround an area with a fence or a line or otherwise, the purpose may be to prevent someone from getting in or out; but it may also be part of a game and the players be supposed, say, to jump over the boundary; or it may shew where the property of one man ends and that of another begins; and so on. So if I draw a boundary line that is not yet to say what I am drawing it for. [PI 499]
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I first played The Binding of Isaac in early December 2012. Already, I had logged more than forty hours of gameplay. I had watched and listened to interviews with Edmund McMillen; I had read reviews and interpretations of the game; I had talked extensively with the two friends who had introduced me to Isaac. I had even played (and beaten) McMillen’s other big game, Super Meat Boy. In short, I had been a diligent graduate student, preparing to write a short seminar paper. My view remained that the game was best understood as a habit of drawing, and when I situated that habit in relation to the game’s imagery and cut-scenes (of which there are currently 14), that habit could be interpreted as a troubled child’s means of escaping reality. It was an interesting reading of the game, and I’d even found a blog post expressing a similar view, which McMillen himself described as “by far the most mind blowingly accurate breakdown of the over-arching meaning behind the Binding of Isaac’s ending”. Everything seemed to fit together. Unfortunately, I hadn’t yet purchased and installed the game’s expansion, The Wrath of the Lamb, which adds 80% more content to the original game. McMillen has recently described the expansion as a continuation of Isaac’s adventure, including “dream ideas” that didn’t appear in the original game. I had turned into a serious fan of both Isaac and Isaac; how could I not complete the adventure?
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The problems are solved, not by giving new information, but by arranging what we have always known. [PI 109]
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I first played The Binding of Isaac throughout early to mid-December 2012. I installed The Wrath of the Lamb expansion pack, consumed as much new content as possible, and diligently worked toward some fuller understanding of the game. I found spare moments, in breaks between work projects; I slept a little less. I played for twenty more hours, bringing my total above sixty hours played. And after all that, I still wasn’t anywhere close to unlocking the true, final ending of the game. I was exhausted and running low on time, so one afternoon I decided to end the game right where it began. I gave up trying to win the game myself, and instead I simply watched the game’s final ending on YouTube. My intent was to finish playing The Binding of Isaac and start writing an interpretive essay about the game. Instead, the game’s final cinematic cut-scene revealed an entirely different game, and I had no idea how to play it.
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A philosophical problem has the form: "I don't know my way about". [PI 123]
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I first played The Binding of Isaac on an afternoon in mid-December 2012. I had just watched the game’s final ending on YouTube, and in a flash it had changed my understanding of the entire game. I tried to regain perspective, and replayed the game in my mind. The Binding of Isaac begins in Isaac’s bedroom, where the young boy is drawing pictures and telling himself stories about his impending death at the hands of his crazed mother. Isaac is constructing an adventure through his drawing practice, and that practice takes Isaac and you down through his home’s basement, down through caves and into depths where he must fight and defeat his mother. When she is defeated, the player unlocks a cut-scene (drawn by Isaac) showing Isaac’s victory over his mother. But this victory is short-lived, and Isaac must then continue “down” into his mother’s womb, where he must defeat his mother’s heart. Once he has beaten both his mother and her heart ten times--while inhabiting a number of biblical characters, each receiving their own unique “ending” cinematic scenes--his mother’s heart is replaced by a giant fetus. Concurrently, Isaac must travel down again into Sheol to fight the Devil, and then down (or up?) to a cathedral where he fights himself, and after these battles even more “ending” cut-scenes are unlocked. These scenes depict Isaac standing over his open toy chest, the chest in which Isaac has found rewards in previous “endings”, but this time Isaac is rewarded with perspective: he sees that he has been playing all of the characters in a fantasy world, and in reality he has been in his bedroom the entire time. Reeling and conflicted, Isaac steps into his toy chest and closes it. This chest constitutes the final level of the game, and once you beat the final level of The Binding of Isaac for the seventh time (at minimum), you are rewarded with the game’s final “ending”. And this ending completely changed my perspective on the game, as well as on my own perspective.
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Thus I might supply the picture with the fancy that the smiler was smiling down on a child at play, or again on the suffering of an enemy. This is in no way altered by the fact that I can also take the at first sight gracious situation and interpret it differently by putting it into a wider context. [PI 539]
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I first played The Binding of Isaac on an afternoon in mid-December 2012, while watching the game’s final ending. In a game dominated by grotesque cartoon imagery, this cinematic is startling in its simplicity and plainness: it is a sequence of polaroids, found by Isaac in the chest in this room. This sequence of snapshots depicts a loose retelling of important moments in Isaac’s life. The player is shown Isaac standing between his mother and his now-absent father; this constitutes his father’s first appearance in the game, and the entire trio is smiling in an outdoor setting. The next image shows Isaac’s mother with what looks like a young girl, in the same outdoor scene, again introducing a new character (a sister?) or a new perspective on old characters (mother and cross-dressing Isaac?) who are, again, smiling. Next, a few particularly open-ended images: Isaac photographing himself, unhappy, with a shadowy figure behind him; Isaac’s parents, looking happy together outdoors; Isaac alone outdoors, looking sad; Isaac leaning back against his chest, head hung down, hands covering his face. And then, the sequence ends with two stark, powerful, and totally ambiguous images. Next to last, an action shot of Isaac’s mother brandishing a knife, with absolutely no context in the image. Finally, a view from behind Isaac and his mother, as they watch what can only be the father walking down a road, and off into the distance. The plainness of these images contrasts powerfully with the game’s dark and disturbing comic-book aesthetic, lending an unprecedented feel of resolution to the game. That said, the ambiguity of the final images completely upends that resolution: At whom was the Mother brandishing a knife? Was she the monster we’ve seen depicted throughout the game? Or could she be a misunderstood, exaggerated fabrication of her son’s troubled mind? We are left with one strong clue: in the center of the final frame, Isaac’s arm is extended toward his mother, and his hand rests on her back. This opens up the game to an entirely different perspective, of a mother and son in a single-parent household, where Isaac has been struggling to understand what has happened between his parents, and who he and his mother have become as a result. Moreover, it presents the possibility that The Binding of Isaac was a powerful re-imagining of the original Genesis text all along: the Mother as heroic, knife-wielding defender of her son, who expels Abraham from their home. Here at the end, I felt another beginning, another game waiting to be played.
*
No; my description only made sense if it was to be understood symbolically.—I should have said: This is how it strikes me. [PI 219]
*
I first played The Binding of Isaac while I was writing this essay. The act of writing about the game has, in retrospect, presented itself to me as a kind of unwriting, an unraveling of the bindings of a videogame text. And I see my unwritten text as a parallel to Issac’s drawings: both are practices of composition oriented toward a kind of therapy. For Isaac, drawing was a therapeutic practice of assuaging pain; for me, composing this essay was means to break free from the hold of the game’s opening cinematic. For both of us, our therapeutic practices helped us to expose fallacies in our thinking, and to better understand our worlds and our places in them. Of course, Isaac is a conceptual container, a drawing that draws. For whom was he doing therapy?
*
But don't you feel grief now? ("But aren't you playing chess?") [PI, Part 2, i]
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I first played The Binding of Isaac at 9:18 AM on Thursday, December 20th, 2012. That was the moment I wrote this question: if videogames can promote a love of knowledge, are videogames philosophy?
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The real discovery is the one that makes me capable of stopping doing philosophy when I want to.—The one that gives philosophy peace, so that it is no longer tormented by questions which bring itself in question. [PI 133]
Adam (A. J. Patrick) Liszkiewicz is a media artist and activist who designs experimental and socially conscious games. He is a co-founder of the award-winning game design collective RUST LTD., and a Provost's Fellow in the interdivisional Media Arts and Practice PhD program at the University of Southern California. He is also the author of AFEELD, a collection of playful intermedia compositions that exist in the space between poetry and videogames. Beginning in Fall 2013, he will be the Game-Designer-In-Residence at Strategic Actions for a Just Economy, and a Social Justice Research Fellow at USC's Program for Environmental and Regional Equity. You can reach him through twitter (@afeeld) or e-mail (liszkiew AT usc DOT edu).
Today, I wanted to share with you some videos from recent events where I have participated as a speaker or moderator.
A few weeks ago, I took the stage at the Tim O'Reilly Tools for Change conference in New York City with two amazing thinkers and good friends -- Cory Doctorow, science fiction and Young Adult writer and digital advocate and Brian David Johnson, the man behind the recent book, Vintage Tomorrows: A Historian and a Futurist Travel Through Steampunk into the Future of Technology (for which I wrote an introduction). Inspired by the Three Tenors, we jokingly billed ourselvesas the Three Geeks. In the conference context, the exchange -- which spanned across everything from digital publishing to science fiction -- was frustratingly short. We were just getting started, really, when the timer went off. We are hopeful we can bring a much longer conversation to some other venue before much longer. But, in the meantime, we hope you will enjoy this video of the exchange.
Also, this past month, I was moderator for a Google Hangout discussion of Interacting with Transmedia, part of the InterActs series sponsored by . The featured panelists were:
Marc Smolowitz, Director, Producer, Executive Producer, Documentary Filmmaker
Luisa Dantas, Director/Producer/Editor, Land of Opportunity
Jo Ellen Kaiser, Executive Director, The Media Consortium
Ingrid Kopp, Director of Digital Initiatives at Tribeca Film Institute
Danielle Riendeau, Blogger for KillScreen, Instructor of Interactive Storytelling at Northeastern University, Communications Officer for ACLU-NorCal
InterActs is a conversation series created in partnership between NAMAC and the Daily Dot. Over the next several months, these two teams will host a series of online conversations on creative expression in digital environments. Unlike many programs on transmedia that focus on Hollywood producers and franchises, this event was centered on what people have called the East Coast School of Transmedia, where there is often a strong emphasis on independent and public media production, and here, on transmedia for social change. If you enjoy this video, we hope you will consider joining us for this year's Transmedia Hollywood event, coming up on April 12 at UCLA, where the focus will be on different models for promoting social change in a world of spreadablity and transmedia production.
This past weekend, Sam Ford, Joshua Green, and I took our Spreadable Media book to South by Southwest, where we gave a talk to a packed auditorium, but also did a range of interviews. Here are a few of the ones that have already appeared on line. We note in the introduction that Spreadable Media tries to address a range of different audiences, and these interviews give some suggestion of how these various groups are taking up our ideas.
Here, you can see the three authors, seated rather uncomfortably on a coach, talking to a reporter from Gen/Connect about the role of the audience in creating value in a networked culture
Here are Sam and I sitting on another coach, this time in a house set up for librarians to gather and talk about the future of media. This time, the focus is on the implications of our work for education with a strong focus on media literacy, old and new.
Here, Sam and I participated in a podcast interview, speaking about the book's implications for journalists and activists.
And here is me on a random street corner speaking to the folks from Leo Burnett: this time with a primary focus on what Spreadable Media means for brands and advertising.
We are on the road a lot these days, in various combinations, talking about the book and its implications for various audiences. I expect to share more videos before much longer.
As the Scarecrow says in The Wizard of Oz, That's me ... all over!
Today marks the release of not one but two closely related New Media Literacies publications. The first is a new print book, Reading in a Participatory Culture: Remixing Moby-Dick for the Literature Classroom, which is being published by Teacher's College Press in collaboration with the National Writing Project. I have not seen the completed book yet myself, but we are told that they will starting shipping copies as of Feb. 22.
The second is Flows of Reading, a digital book, which I have developed with Erin Reilly,the Creative Director of the Annenberg Innovation Lab, and Ritesh Mehta, a PhD candidate in the Annenberg School of Journalism and Communication here at USC. Flows of Reading is online and freely accessible, so check it out here.
This project started back when I was at MIT and these two release represent the culmination of more than six years of work. We tell part of the story in the opening chapter of the book, which you can read here. Here's an excerpt:
At first glance, playwright, youth organizer, and community activist Ricardo Pitts-Wiley might seem like a peculiar inspiration for a book about digital media and participatory culture. Although Pitts-Wiley is enthusiastic about the potential of new media, much of his work is distinctly low-tech. He writes and produces remixed versions of such classics as Herman Melville’s Moby-Dick and Mary Shelley’s Frankenstein for a traditional venue: the community stage.
But something magical—something participatory—happens on that stage. First, his plays’ universal themes are seasoned with immediacy, with issues that resonate with his community. His play Moby-Dick: Then and Now, for example, intermingles the themes of Captain Ahab’s obsessions, his fatalism, his willingness to place his crew in peril, with contemporary urban gang culture. In Pitts-Wiley’s retelling, Ahab becomes Alba, a teenaged girl whose brother has been killed by a “WhiteThing” a mysterious figure for the international cocaine cartel; she devotes her life to finding, and killing, those responsible for her brother’s death.
In Moby-Dick: Then and Now, Pitts-Wiley chose not simply to revise the story, but to incorporate aspects of Melville’s version in counterpoint with Alba’s quest for vengeance. As the young actors pace the stage, telling their story in contemporary garb, lingo, and swagger, a literal scaffold above their heads holds a second set of actors who give life to Melville’s original tale. The “then” half of the cast are generally older and whiter than the adolescent, mixed-race “now” actors. The play’s meaning lies in the juxtaposition between these two very different worlds, a juxtaposition sometimes showing commonalities, sometimes contrasts.
Reading in a Participatory Culture reflects an equally dramatic meeting between worlds. Project New Media Literacies emerged from the MacArthur Foundation’s ground-breaking commitment to create a field around digital media and learning. The Foundation sought researchers who would investigate how young people learned outside of the formal educational setting–through their game play, their fannish participation, “hanging out, messing around, and geeking out” (Ito et al. 2010). The goal was to bring insights drawn from these sites of informal learning to the institutions—schools, museums, and libraries–that impact young people’s lives. Right now, many young people are deprived of those most effective learning tools and practices as they step inside the technology-free zone characterizing many schools, while other young people, who lack access to these experiences outside of school, are doubly deprived because schools are not helping them to catch up to their more highly connected peers.
Project New Media Literacies—first at MIT and now at USC–has brought together a multidisciplinary team of media researchers, designers, and educators to develop new curricular and pedagogical models that could contribute to this larger project. Our work has been informed by Henry Jenkins’ background as a media scholar focused on fan communities and popular culture and by the applied expertise of Erin Reilly, who had previously helped to create Zoey’s Room, a widely acclaimed on-line learning community that employs participatory practices to get young women more engaged with science and technology. Our team brought together educational researchers, such as Katie Clinton, who studied under James Paul Gee, and Jenna McWilliams, who had an MFA in creative writing and teaching experience in rhetoric and composition, with people like Anna Van Someren, who had done community-based media education through the YWCA and who had worked as a professional videomaker. Flourish Klink, who had helped to organize the influential Fan Fiction Alley website, which provides beta reading for amateur writers to hone their skills, and Lana Swartz who had been a classroom teacher working with special need children, also joined the research group. And our development and field testing of curricular resources involved us in collaborating both with other academic researchers, such as Howard Gardner’s Good Play Project at Harvard, with whom we developed a casebook on ethics and new media, and Dan Hickey, an expert on participatory assessment at Indiana University. We also worked with youth-focused organizations such as Global Kids, with classroom teachers such as Judith Nierenbergand Lynn Sykesin Massachusetts, and Becky Rupert in Indiana, who were rethinking and reworking our materials for their instructional purposes, and with scholars such as Wyn Kelley who had long sought new ways to make Melville’s works come alive in classrooms around the country.
Reading in a Participatory Culture is targeted primarily at educators (inside and outside formal schooling structures) who want to share with their students a love for reading and for the creative process and who recognize the value of adopting a more participatory model of pedagogy. Our approach starts with a reconsideration of what it means to read, recognizing that we read in different ways for different goals and with different outcomes depending on what motivates us to engage with a given text. Literary scholar Wyn Kelley, Theater director/playwrite Ricardo Pitts-Wiley, actor Rudy Cabrera, and myself, writing as a fan and media scholar, each describe our complex and evolving relations with Moby-Dick, and encourage teachers and students to reflect more about their own experiences as readers. We use the idea of remix as a central concept running through the book, exploring how Pitts-Wiley remixed Moby-Dick, how Herman Melville remixed many elements of 19th century whaling culture, how other artists have remixed Melville's work through the years, and what it might mean for students and fans to engage creatively rather than simply critically with literary and media texts. Along the way, we provide a fuller explanation and assessment of what worked as we moved towards a more participatory culture oriented approach to teaching classic literary texts in the high school classroom.
Here's a few early responses to the book:
"In Reading in a Participatory Culture, Media Studies meets the Great White Whale in the English Classroom. This book is one of the most exciting and breathtaking works on English education ever written. At the same time it is must reading for anyone interested in digital media, digital culture, and learning in the 21st Century."
— James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University, and author of The Anti-Education Era
''An inspirational approach to democratizing the cultural canon and restoring classrooms to expansive educational purposes grounded in a participatory ethos. It explains in clear, accessible, and practically informative terms the New Media Literacies philosophy of reading and writing to prepare today's students for the world they must build -- together, collaboratively -- tomorrow. Reading in a Participatory Culture provides rich descriptions of experiences and perspectives of readers and writers, teachers, and learners who understand Moby-Dick as itself an instance of cultural remix and, in turn, a living creation to be remixed by all who take delight in it -- especially those who can come to take delight in it by being introduced to it as part of their education.'' -- Colin Lankshear, Adjunct Professor, James Cook University, Australia
Flows of Reading takes this process to the next level. We have created a rich environment designed to encourage close critical engagement not only with Moby-Dick but a range of other texts, including the children's picture book, Flotsam; Harry Potter; Hunger Games; and Lord of the Rings. We want to demonstrate that the book's approach can be applied to many different kinds of texts and may revitalize how we teach a diversity of forms of human expression. We look at many different adaptions and remixes of Moby-Dick from the films featuring Gregory Peck and Patrick Stewart as Ahab to MC Lar's music video, "Ahab" and Pitts-Wiley's Moby-Dick: Then and Now stage production to works that evoke Moby-Dick less directly, including Star Trek: The Wrath of Khan and Battlestar Galacitca's "Scar."
We share videos produced by the Project New Media Literacies team dealing not only with Moby-Dick but a range of cultural practices, including cosplay, animation, graffiti, and remix in music, but we also share many other clips, including a great series of videos on fan bidding produced by the Organization for Transformative Works and others produced by the Harry Potter Alliance. Altogether, there are more than 200 media elements incorporated into Flows of Reading.
We share classroom activities which were part of the original curriculum and we share "challenges" produced using our new PLAYground platform. The PLAYground platform is designed to allow teachers and students alike to produce and share multimedia "challenges" and to remix each other's work for new purposes and contexts. Think of it as Scratch for culture rather than code. In this case, it allows us to take the participatory pedagogy approach to the next level: this is not simply a book or a multimedia experience teacher's consume; it is a community of readers within which they can participate and we are creating a space where they can make their own contributions to this project.
This digital book was built using Scaler, a project of the Alliance for Networking Visual Culture at USC, and we are sharing the clips through Critical Commons, another USC initiative, which is intend to promote fair use of our shared culture for academic and creative purposes. We see this project as one which fuses traditional approaches to literature instruction with ideas drawn from Cultural Studies and Media Literacy, and we hope that the project provokes others to think about what can be learned at the intersection between high and popular culture.
And we also are using this project to explore how a classic work by a "dead white male writer" can contribute to multicultural education. Pitts-Wiley argues that Moby-Dick is already a multicultural work: as he explains, "everyone was already on that boat!" but we also show many different strategies for bringing alternative perspectives to bear on the book -- from a discussion of how artists and critics have responded to the absence of well-developed female characters in Moby-Dick to an exploration of contemporary Maori culture inspired by what Melville tells us about Quequeg's background. Along the way, we consider everything from the history of white appropriation of black music to the ways that Japanese and American subcultures build community and identity through cross-cultural borrowings.
Finally, we have some sections which deal directly with the representation of violence in literary and popular culture texts, recognizing that anxieties about media violence are concerns that teachers regularly must confront in their classrooms. We hope that you will check out Flows of Reading and even more so, we hope that it offers practical models and resources that educators may use to remodel how they teach Moby-Dick and other texts in their curriculum.
This project remains a work in progress. There are still some elements we hope to add or fix in the coming weeks, but it is now open to business, thanks to the hard work of Erin Reilly, Ritesh Mehta, and the other members of their team. (See the acknowledgements section in the digital book itself.)
Check it out. Participate. Spread the word. Share your insights with us.
UCLA School of Theater, Film, and Television,and
USC Annenberg School of Communication &
USC School of Cinematic Arts
Transmedia, Hollywood 4:
Spreading Change
Presented by The Andrew J. Kuehn, Jr. Foundation
Friday, April 12, 2013
James Bridges Theater, UCLA
9:00 am – 6:00 pm
Transmedia, Hollywood is a one-day public symposium exploring the role of transmedia franchises in today's entertainment industries. Transmedia, Hollywood turns the spotlight on media creators, producers and executives and places them in critical dialogue with top researchers from across a wide spectrum of film, media and cultural studies to provide an interdisciplinary summit for the free interchange of insights about how transmedia works and what it means. Transmedia, Hollywood is co-hosted by Denise Mann and Henry Jenkins, from UCLA and USC, two of the most prominent film schools and media research centers in the nation.
Transmedia, Hollywood 4: Spreading Change
Transmedia entertainment has been advanced within the Hollywood system primarily through a logic of promotion, audience building, and engagement, offering the ideal tools for capturing the imagination of networked audiences through the creation of immersive and expansive imaginary worlds. As transmedia has spread around the world, especially to countries with a much stronger tradition of public media, these same practices have been embraced as a means not of building fictional realms but of changing the world:
As advertisers seek to construct their own “brand communities” as a way of forging strong affiliations with their consumers, many are embracing cause-based marketing. In the process, these brand marketers are recognizing young viewers’ capacity for civic engagement and political participation, one of the hallmarks of the millennial generation. While sometimes these brand messages end up advancing cultural movements, in other instances, they simply coopt these shared generational concerns.
Educational approaches to entertainment, popular across the developing world, are now extending across multiple media platforms to allow fans to develop a deeper understanding of health and social policy issues as they dig deeper into the backstories of their favorite characters. Alternative reality games, which seek to encourage grassroots participation as a marketing tool, have shifted from solving puzzles to mobilizing players to confront real world problems.
Fan networks, organized to support and promote favorite media franchises, are taking on the challenge of training and mobilizing the next generation of young activists, using their capacity as thought leaders to reshape the attention economy by increasing public awareness of mutual concerns.
Nonprofit organizations are increasingly thinking like entrepreneurial start-ups and vice-versa, as young people are starting organizations which embrace the notion of the “consumer-citizen,” modeling ways that social-change efforts can be embedded within the everyday lifestyles of their supporters.
Each of these productive, participatory, community-based activities have been facilitated over the past decade by a widening web of 2.0 social media platforms such as YouTube, Facebook, Twitter, and Pinterest. The millennial generation’s mastery of “play” has now expanded to include a growing number of apps, casual games, short-form digital entertainment experiences, and expansive alternate reality games. Millennials, who have been acclimating themselves with the tools of connectivity in times of play, now have at their disposal the means to harness a global community to solve such pressing issues as global warming, ethnic, racial or religious genocide, labor unrest, the inequities associated with class, and countless other modern-day assaults. Many of today’s thought leaders—baby boomers that witnessed an earlier social revolution during the late sixties—marvel over the subtle but pervasive shift that is underway in the web 2.0 era and beyond as social connectedness is becoming reframed as a means for large-scale community action.
Transmedia producers in Hollywood have much to learn from a closer examination of these other forms of entertainment and educational discourse, which we might describe as “transmedia for a change.” When is it appropriate for the big media companies to incorporate such themes and tactics into their pop culture franchises? And when should they tolerate, even embrace, the bottom up activities of their fans which have used their content as vehicles for promoting social justice and political change? What does it mean to produce entertainment for a generation which is demanding its right to meaningfully participate at every level — from shaping the stories that matter to them to impacting the governance of their society?
Also, that same weekend, 5D Institute, in association with University of Southern California, invites you to join us in The Science of Fiction, our first Worldbuilding festival. This groundbreaking event will take place on April 13, 2012 in honor of the unveiling of the new USC School of Cinematic Arts Interactive Media complex. For more information, see http://5dinstitute.org/events/science-of-fiction
9:00—9:10 am: Welcome and Opening Remarks – Denise Mann & Henry Jenkins
9:10—11:00 am: Panel 1 Revolutionary Advertising: Cultivating Cultural MovementsIn the web 2.0 era, as more and more millennials acquire the tools of participatory culture and new media literacy, some of this cohort are redirecting their one-time leisure-based activities into acts of community-based, grassroots social activism. Recognizing the power of the crowd to create a tipping point in brand affiliation, big media marketers, Silicon Valley start-ups, and members of the Madison Avenue advertising community, are jumping on board these crowdsourcing activities to support their respective industries. In other words, many of the social goals of grassroots revolutionaries are being realigned to serve the commercial goals of brand marketers. In the best-case scenarios, the interests of the community and the interests of the market economy align in some mercurial fashion to serve both constituencies. However, in the worst case scenario, the community-based activism fueling social movements is being redirected to support potato chips, tennis shoes, or sugary-soda drinks. Brand marketers are intrigued with the power and sway of social media, inaugurating any number of trailblazing forms of interactive advertising and branded entertainment to replace stodgy, lifeless, 30 second ads. These cutting edge madmen are learning how to reinvent entertainment for the participatory generation by marrying brands to pre-existing social movements to create often impressive, well-funded brand movements like Nike Livestrong, or Pepsi Refresh. Are big media marketers subsuming the radical intent of certain community-based organizations who are challenging the status quo by redirecting them into unintentional alliance with big business or are they infusing these cash-strapped organizations with much needed funds and marketing outreach? Today’s panel of experts will debate these and other issues associated with the future of participatory play as a form of social activism.Todd CunninghamFormerly, Senior Vice-President of Strategic Insights and Research at MTV Networks.
VP, Social Action Film Campaigns, Participant Media
Rachel Tipograph
Director, Global Digital and Social Media at Gap Inc.
11:10 am—1:00 pm: Panel 2 Transmedia For a ChangeHollywood’s version of transmedia has been preoccupied with inspiring fan engagement, often linked to the promotional strategies for the release of big budget media. But, as transmedia has spread to parts of the world which have been dominated by public service media, there has been an increased amount of experimentation in ways that transmedia tactics can be deployed to encourage civic engagement and social awareness. These transmedia projects can be understood as part of a larger move to shift from understanding public media as serving publics towards a more active mission in gathering and mobilizing publics. These projects may also be understood as an extension of the entertainment education paradigm into the transmedia realm, where the goal shifts from informing to public towards getting people participating in efforts to make change in their own communities. In some cases, these producers are creating transmedia as part of larger documentary projects, but in others, transmedia is making links between fictional content and its real world implications.
2:00—3:50 pm: Panel 3 Through Any Media Necessary: Activism in a DIY CultureA recent survey released by the MacArthur Foundation found that a growing number of young people are embracing practices the researchers identified as “participatory politics”: “interactive, peer-based acts through which individuals and groups seek to exert both voice and influence on issues of public concern.” These forms of politics emerge from an increasingly DIY media culture, linked in important ways to the practices of Makers, Hackers, Remix Artists and Fan Activists. This panel will bring together some key “change agents,” people who are helping to shape the production and flow of political media, or who are seeking to better understand the nature of political participation in an era of networked publics. Increasingly, these new forms of activism are both transmedia (in that they construct messages through any and all available media) and spreadable (in that they encourage participation on the level of circulation even if they do not always invite the public to help create media content).
Research Director and Senior Producer at Youth Radio-Youth Media International
4:00—5:50 pm: Panel 4 The e-Entrepreneur as the New PhilanthropistNonprofit organizations are increasingly thinking like entrepreneurial start-ups and vice-versa, as young people are starting organizations which embrace the notion of the “consumer-citizen,” modeling ways that social-change efforts can be embedded within the everyday lifestyles of their supporters. While the boomers treated the cultural movements of the late sixties as a cause, today’s e-citizens are treating their social activism as a brand. They are selling social responsibility as if it were a commodity or product, using the same strategies that traditional business men and women used to sell products.
Sarah Banet-Weiser
Professor, USC Annenberg School of Communication and Journalism and Department of American Studies and Ethnicity
Late last year, I was lucky enough to be able to engage the great musician T Bone Burnett in a series of conversations concerning the proper balance between Copyright and Fair Use. The first of these events was held at the Futures of Entertainment Conference at MIT and also featured Jonathan Taplin, the Director of the Annenberg Innovation Lab, and was featured on this blog a while back. Today, I am able to share with you the video of a follow-up event, held in Los Angeles, at the Hammer Museum.
Here's how the event was billed:
ARTISTS’ RIGHTS AND INTERNET FREEDOM
Award-winning producer T-Bone Burnett and communications scholar Henry Jenkins illuminate the debate over intellectual property rights versus Internet freedom. Burnett is a 12-time Grammy-winning composer and producer and a vocal advocate of artists’ rights. Jenkins is the Provost’s Professor of Communication, Journalism and Cinematic Arts at USC and an advocate of Fair Use and Internet freedom. His recent book is Convergence Culture: Where Old and New Media Collide.
Hammer Forum is moderated by Ian Masters, journalist, author, screenwriter, documentary filmmaker, and host of the radio programs Background Briefing, Sundays at 11AM, and The Daily Briefing, Monday through Thursday at 5PM, on KPFK 90.7 FM.
A while back, I shared the first of a series of "Hot.Spot" blog posts created by my students and colleagues within the USC Annenberg School of Communication and Journalism's Civic Paths research group. The team's back with another round, this one timed to respond to the Presidential Election and inauguration. I am happy to crosspost their efforts with you. I now hand this over to Liana Gamber Thompson, our post-doc and MC Extraordinare.Hotspot Philosophy
These collections of mini-blog posts -- "hot spots" -- are organized around themes that cut across the diverse interests of participants in our research group. They’re about the things we love to talk about. And, like our in-person conversations, they play with ideas at the intersection of participatory culture, civic engagement, and new media. Our rules for the hotspot are these: No one gets to spend a million hours wordsmithing — these are idea starters, not finishers — and posts shouldn’t be a whole lot longer than five hundred words.
I spent the bulk of Monday tuning in to President Obama’s inauguration and the coverage around it. I admit, no matter who is being sworn in, I’m a sucker for the pageantry, the tradition, and the ceremony of the inauguration. I love seeing the National Mall brimming with enthusiastic, if freezing, faces and studying the interactions of the political rivals, celebrities, and past presidents assembled on the stage. On that day, the campaign season that got President Obama here seemed but a distant memory, the blood, sweat and tears of staffers and volunteers receding into footnotes as the President took his oath over not one, but two historic bibles.
But as President Obama gets back to work, Michelle Obama ships her ruby red inaugural gown off to the National Archives, and the blogosphere descends into a tedious debate over Beyonce’s lip-syncing, the excitement of the inauguration fades. The significance of President Obama’s achievement, however, does not. That’s why, for our second Civic Paths hotspot*, we’ve decided to return our focus to election season and to the range of people and stories that made it such an interesting one.
Kevin [1] and Sam [2] consider the relationship between politics and entertainment during election season, while Raffi [3] dissects some of President Obama’s more perplexing campaign slogans. Neta [4] seeks to understand how the traditional civic act of voting is tied to more self-expressive acts of engagement. Kjerstin [5] also looks at voters, documenting the infectious joy behind many of the tweets of #firsttimevoters, while I [6] examine a group of young non-voters and some of their favorite memes. Lastly, Ben [7] brings us back to where we started—the inauguration—with his account of the symbols and spectacle surrounding it.
We hope these posts will bring some of the more compelling stories from election season back into relief. We also hope this hotspot inspires others to bring their own stories into the conversation because so much has yet to be explored from the 2012 Presidential election and the sometimes wild and woolly days that preceded it.
For those of you who live in the Los Angeles area, I wanted to call attention to a special event I am hosting at the USC campus on the evening of Jan. 31, featuring noted underground cartoonist C. Tyler. Here's the details.
And for those of you who do not live in Los Angeles, I will still encourage you to check out her remarkable three part graphic novel series, You'll Never Know, published by Fantagraphic Books, and just completed at the end of last year. I plan to write an extended essay about this book as part of my new Comics...and Stuff project. Below is an abstract I wrote describing why I find this graphic novel so rich and interesting:
“And like I said, I knew he had been to war. Mom told me. He didn’t tell me. It’s not something He wanted to talk about EVER. He had buried Europe 1944-45 under tons of mental concrete. Exactly what happened -- the details we never knew. Of what value would this information be anymore? That’s what he figured. And with no evidence around the house -- well, why not forget it. Except for this one scrapbook album of army pictures, carefully mounted photos with no dates or information. I never knew what they recorded specifically. No text. Maybe that’s what intrigued me: a parallel world where my Dad looked like he was having fun.” -- C. Tyler
One night, the underground cartoonist C. Tyler received a phone call from her usually taciturn 90 year old father, a World War II veteran, who suddenly wants to dump on her memories of long-ago experiences which up until that moment fell into “the category of ‘leave it the hell alone’ or ‘it’s none of your goddamn business.’” This phone call triggers an extended artistic practice as Tyler tried to capture her father’s memories first with a video camera and later through the panels of a trilogy of graphic novels, which in the process expand to tell the story not only of her father but of several generations of her family’s history. If the father is stingy with the personal memories he is willing to share, even within the privacy of the family, his daughter fits within an exhibitionist streak in graphic storytelling which was partially initiated by the pioneering work of her husband, underground cartoonist Justin Green: she uses comics as a vehicle to work through personal issues and break down the culture of silence that informed her childhood. Ultimately, the books are designed as a tribute to the “greatest generation,” but they also speak with empathy about what happens when you bottle up so many powerful emotions, allowing them to come out only through actions and not through words and images.
The published books are shaped like a scrapbook album and when she tells her father’s story, she adopts a panel structure that reproduces the pages of a scrapbook, complete with rubber stamped page numbers and dates on each panel. She adopts a much broader array of styles, some realistic, some cartoonish, some iconic. Sometimes, she uses the printed book like a scrapbook, incorporating a yellowed news clipping documenting the childhood death of her sister, or wartime letters from her father to the woman whom he would marry. She incorporates maps, charts, graphs, designed to explain aspects of her family’s experience, though often used in a less than naturalistic manner, as when she offers a diagram on blue print paper of the surgery her father would undergo in his struggles against cancer.
Ultimately, the finished product, You’ll Never Know, a Graphic Memoir, is, as Tyler told one interviewer, about “the stuff that gets passed down to the next generation,” with stuff here meant to describe material culture (including what she describes as “O.D. anomalies” (for “Olive Drab”) stored away in the basement or the buckets of acids and corrosives that she has to convince her pack-rat father to dispose of when he wants to move across the country, or the tools and nails shown in a detailed drawing of her father’s work area) but stuff also refers to the emotional baggage, equally toxic, which her repressed and sometimes overbearing father passed down to her generation. The two are brought together powerfully in a scene involving a box of old photographs and birth announcements which finally provokes her mother to talk for the first time about the death of her sister. Throughout the book, we learn about the characters through their interactions over stuff, such as the time when her father, jealous of the attention his wife is receiving, walls up several hundred carefully addressed Christmas cards behind a dry wall he is constructing, or a powerful story about what happens to the father’s old army jacket.
This video shares a segment from her interview with her father and shows how she has been able to convert this raw material into a rich autobiographical comic.
C. Tyler's work on the graphic novel has brought her into closer contact with many veterans -- not only of the Second World War but more recent armed conflicts. Tyler has been helping veterans to learn how to produce comics as a vehicle for sharing some of their memories and working through some of their emotions in the aftershock of their time under fire. Here's a video about her work.
Last week, the MacArthur Foundation released a significant new report, Connected Learning: An Agenda for Research and Design, which should warrant the close attention of my regular readers, especially those of you who are strongly invested in thinking about the nature of education within a networked era. The report comes more than six years after the launch of the Digital Media and Learning initiative and represents an important re-assessment of what's working and what's not as institutions at all levels have responded to the changes which are impacting our information environment. The authors of the report include some of the most important American and British thinkers about youth, new media, and education:
The report is sobering in its acknowledgment of some of the real challenges confronting us, especially in its focus on the growing inequalities in terms of access not simply to the technological infrastructure but to the skills and opportunities required to meaningfully participate in the new media environment:
Despite its power to advance learning, many parents, educators, and policymakers perceive new media as a distraction from academic learning, civic engagement,and future opportunity. Digital media also threaten to exacerbate growing inequities in education. Progressive digital media users ... are a privileged minority. There is also a growing gap between the progressive use of digital media outside of the classroom, and the no-frills offerings of most public schools that educate our most vulnerable populations. This gap contributes to widespread alienation from educa- tional institutions, particularly among non-dominant youth. Without a proactive educational reform agenda that begins with questions of equity, leverages both in-school and out-of-school learning, and embraces the opportunities new media offer for learning, we risk a growth in educational alienation by our most vulnerable populations....
This report is skeptical and hard-nosed, challenging some of the optimism which has fueled previous work in the Digital Media and Literacy tradition, raising concerns about what is happening to those who are being excluded from meaningful participation. The authors raise alarms about how all young people are impacted by an educational process which gives them few chances to pursue their own passions and interests within a regime of standardized testing and a fragmented media environment where children have much greater access to highly commercial sites than to those which speak to them as citizens and learners.
The report raises these issues while also recognizing the very real educational opportunities DML scholars have identified when we look at those communities which have proven rewarding for a growing number of young participants, communities which have a shared ethical commitment to encouraging and scaffolding their participation. The authors believe something valuable is taking place in many corners of the web (and in the context of young people's everyday engagements with media.):
Young people can have diverse pathways into connected learning. Schools, homes, afterschool clubs, religious institutions, and community centers and the parents, teachers, friends, mentors and coaches that young people find at these diverse locales, all potentially have a role to play in guiding young people to connected learning. Connected learning takes root when young people find peers who share interests, when academic institutions recognize and make interest-driven learning relevant to school, and when community institutions provide resources and safe spaces for more peer- driven forms of learning.
Examples of learning environments that are currently integrating the spheres of peers, interests, and academic pursuits include athletics programs that are tied to in-school recognition, certain arts and civic learning programs, and interest-driven academic programs such as math, chess, or robotics competitions. These connected learning environments ideally embody values of equity, social belonging, and participation. Further, connected learning environments are generally characterized by a sense of shared purpose, a focus on production, and openly networked infrastructures.
The report is skeptical, not cynical. It asks hard questions precisely so we can empower meaningful change. The authors do not fall prey to the paralysis which consumes so much academic writing, but rather they offer a number of concrete recommendations about what new kinds of educational structures and practices need to emerge. What I admire most about this report is this movement between critique and advocacy, between analysis of existing problems and the willingness to find concrete solutions. I have admired these pragmatic qualities in many of these authors individually in the past. See, for example, my previous interviews with Mimi Ito, Craig Watkins, and Sonia Livingstone, about their research.
The report includes rich case studies, demonstrating the kinds of experiences some youth have enjoyed through joining the Harry Potter Alliance, enrolling in New York City's Quest to Learn School, or participating in the after school offerings of the Chicago Public Library's YouMedia Center. Such projects illustrate what happens when everything comes together. Here, for example, is a bit from a sidebar written by Sangita Shresthova and Neta Kliger-Vilenchik, two researchers from my Civic Paths team at USC's Annenberg School, dealing with the learning culture which has grown up around the Harry Potter Alliance:
Although fun and social in nature, involvement in HPA pushes young people to connect their recre- ational interests to social and political issues that they might not otherwise be familiar with. Because HPA turns its attention to many issues, ranging from net neutrality to fair trade and voter registra- tion, this forces participants to study up in a range of new areas. Almost every campaign is accompa- nied by a period of learning about the new issue and making sense of it. Chapter leaders will often educate the group on a new issue. Participants also talk about how involvement in HPA helped them see the political messages within Harry Potter. One chapter has gone as far as opening a 6-week study group on “Harry Potter as a tool for social change,” discussing links between the narratives and real-world issues. In other words, HPA is a site of hybridization and translation between political and fantasy-centered frames of reference.
Coincidentally, Andrew Slack, HPA's Founder and Leader, also released a new TED talks video last week, which is a wonderful illustration of the HPA approach at work.
Here, Slack is very much in his element, speaking to a room of youth, giving himself over to his inner fan boy, and at the same time, encouraging critical media literacies and informed engagement with social issues. You also get a sense here of how Slack and others in his organization are moving beyond a focus on Harry Potter fandom and seeking to demonstrate how we might learn from a range of popular media and literary texts.
Such educational opportunities are exciting -- they have sustained my own enthusiasm over the better part of a decade now -- but they are not in and of themselves enough, not as long as many young people lack the kind of adult mentorship which might help them to identify meaningful online experiences or make connections between what they are learning in these communities and the demands of more formalized education.
The heart of the report seeks to identify design principles which might address these concerns:
Our hypothesis is that in order to develop these cross-cutting repertoires of practice, young people need concrete and sustained social networks, relationships, institutional linkages, shared activities and communication infrastructures that connect their social, academic, and interest-driven learning. It is not enough for young people to have knowledge “in their head” and expect that they can apply it appropriately and effectively in varied settings on their own. They need caring adults, supportive peers, shared cultural references, and authentic ways of contributing to shared practices in order to mobilize their skills and knowledge. In contrast to the voluminous literature and research on cognitive and individual models of transfer, there has been very little work that looks more ecologically at the relational, infrastructural, and institutional settings that undergird effective translation and transfer between formal instruction and varied practices.
I can't begin to do justice to this report. You need to read it yourself, and then, we need to launch some serious conversations about its implications for our own practices.
For the past week, I have been sharing insights and materials from my Technology and Culture class last semester. As I described last week, we had explored how to integrate transactional memory, collective intelligence, and participatory culture practices into the design and implementation of the class. We built collective problem solving into the class from day one, gradually formalized student's membership into teams which would acquire skills at working through challenges together, and culminated the term with a collective final exam, which would demonstrate what these teams could do when they pooled knowledge and worked together under deadline pressure. What follows is the exam, exactly as it was presented to the students. We are offering it as an example to help other educators think about how they might redesign their teaching practice to encourage students to be more effective at producing and sharing knowledge through online networks.
Teams should select three (3) of the following four (4) questions to address on the exam. Collectively, you should strive to answer the questions as fully as possible. Be sure to address each part of the question.
Responses to three (3) of these questions should be emailed to your TA no later than 3:30 pm on Wed. Dec. 5. Please be sure to list all of the members of your team who participated in responding to these questions and also identify any other people or resources you consulted with in preparing your answers.
1. In his short story, “To Market, To Market: The Re-Branding of Billy Bailey,” Cory Doctorow presents both a celebration and a sharp critique of pervasive marketing and advertising in the 21st century. Through Billy’s character development, and his interactions with Mitchell McCoy and Ronnie Ryan, Doctorow touches on many of the larger contemporary debates around “spreadable media,” advertising’s most recent “creative revolution,” and the current state of the music industry.
Through an analysis of specific quotations and overall themes in “To Market, To Market,” write an essay that answers the following questions:
How does Doctorow present “the power of youth” in advertising? How does this representation of young people relate to the various roles that youth may take in the consumption, creation, and spread of contemporary media messages?
How might the practices Doctorow depicts represent a logical next step in the evolution of the advertising industry’s relations to its consumers which Prof. Jenkins described in his lecture?
Does Doctorow portray advertising positively, negatively, or a combination of the two?
What tensions exists between “identity” and “industry” in the world of music among different players (specifically fans, artists, and record label representatives)? How does Doctorow illustrate the ways that “identity” and “industry” converge and diverge?
What assumptions does the story make about the ways consumer’s choices are influenced by those made by other consumers? What might be other ways to discuss the role of consumers in contemporary culture?
To support your claims, use at least five (5) class readings (besides “To Market, To Market”), with at least one (1) reading being from each of the following three (3) different days of class readings:
10/29 “How Does Media Spread?”
11/12 “What Will Be the Future of Advertising?”
11/14 “Are Pirates a Threat to Media Industries?”
2. In the United States, women are currently the majority of registered voters, and vote in larger numbers than men. In addition, the 2012 election ushered in a record number of women elected to the Senate. However, issues directly related to women’s rights (e.g. reproductive health, equal pay) were infrequently discussed in the recent presidential election and debates.
Two sets of political memes in 2012 focused very specifically on women’s equality issues:
“Texts from Hillary” (http://textsfromhillaryclinton.tumblr.com/)
“Binders Full of Women” (http://bindersfullofwomen.tumblr.com/)
Through an analysis of EITHER “Texts from Hillary” OR “Binders Full of Women,” address the following questions. Based on what you’ve learned from earlier discussion section activities, trace the flow of these meme across at least three (3) online communities:
Which groups most readily embraced this meme? How did these memes connect to ongoing discussions within these communities?
What kinds of commentaries do these memes make about gender inequalities and power? How are these commentaries made using elements from popular culture?
Find responses to these memes from mainstream journalists. Do they see these kinds of participatory political practices as enhancing or detracting from meaningful political discussion?
Did the meanings associated with these memes change over time as they moved across different online communities? If so, how?
How open was this meme to expressing alternative ideological perspectives?
To support your claims, use at least five (5) class readings, with at least one (1) reading being from each of the following three (3) different days of class readings:
10/24 “What Roles Do New Media Play in American Politics?”
10/29 “How Does Media Spread?”
10/31 “How Generative are Online Communities?”
3. Recent readings have focused on hopes and fears for the printed word, as well as the way narratives can extend across various media.
Describe how your group sees the format of two (2) of the following literary genres evolving over the next ten years: comic book, class textbook, religious tome, science fiction novel, technical manual, children’s picture book, newspaper or news magazine. Be specific in terms of the contexts in which they will be used, and by which communities. Keep in mind that communities are also always in flux. Address the following questions:
Which traditional functions of these publications are best served by print? What might digital publication offer that would create new value as compared to print-based counterparts?
Cite examples of current digital publishing in this space. In what ways are these experiments are offering new affordances and demonstrating new relationships to the reading public?
What economic factors might push publishers to adopt digital publication, even in those cases where there is not “value added” features?
What aspects of these traditional publishing genres are being served by grassroots producers and online communities?
What concerns might critics, such as Sven Birkerts or Nicholas Carr, raise about the movement of these functions into digital media?
To support your claims, use at least five (5) class readings, with at least one (1) reading being from each of the following three (3) different days of class readings:
10/31 “How Generative are Online Communities?”
11/26 “Is Print Culture Dying?”
11/28 “Has Networked Communication Changed the Ways We Tell Stories?”
4. Trace the rise of "Web 2.0" and which of its components can still be seen in today's web.
How was it a new paradigm? What are its key defining traits?
Cite several examples of exemplary Web 2.0 companies and the ways they relate to their consumers.
Discuss the relationship of Web 2.0 to other key concepts from the class, especially participatory culture, collective intelligence, and circulation. What aspect of participatory culture are absorbed into Web 2.0 practices, what remains outside of commercial logic, and what are core sources of tension between Web 2.0 and these more grassroots practices?
Drawing on critics of Web 2.0, including Geert Lovink and Jenkins/Ford/Green, discuss what concerns people have raised about these emerging corporate practices. Which of these criticism do you agree with and which would you refute or qualify?
Does the current incarnation of the web facilitate discussion, self-expression and civic engagement?
To support your claims, use at least five (5) class readings, with at least one (1) reading being from each of the following three (3) different days of class readings:
11/5 “Have There Been Twitter Revolutions?”
11/7 “What is Web 2.0?”
11/14 “Are Pirates a Threat to Media Industries?”
These next activities mark the shift towards graded group work in the class. By this point, the students are working in permanent teams and these activities are explicitly presented as practice runs towards the final exam.
Week 10 Tracking Viral Success (Henry Jenkins)
Each video on YouTube has a story. While it can be hard to trace the origins of some of these videos, each was posted by someone, for some reason. Most reflect ongoing conversations within particular subculture communities. Each may inspire comments either as written texts or response videos. And each may travel from YouTube to other communities through social networking tools. Teams should choose one example from amongst those which have spread the furthest and gained the most hits. Select from one of the following:
Gangnam Style
Call Me Maybe
S**t Girls Say
Someone I Used to Know
Your team’s task is to help us to better understand where it came from, how YouTube users responded to the video (find at least two remix/response video), how it spread beyond its original community, and how mass media responded to the video's sudden popularity . Here are some steps which members of your team can take to get the information they need to answer this question.
Start with Youtube itself. Look at the video and the information that surrounds it.
Read the comments section on the YouTube page and see how people there responded to it.
Check to see if there are more than one versions of the same video on Youtube. You might also broaden your search to look at other common video sharing sites, such as Vimeo.
On Youtube, look for videos which responded to the original. Or other related videos which surface alongside it and may help give us clues about its context.
Use a search engine to track references to the video on blogs or news coverage of its spread. See if you can find out anything about who produced the video and why.
Allow time to write out your answer using googledocs. You may want to take notes as you go so if you run out of time, we can at least trace the steps you took and what you found, before you consolidated your responses.
Your final response should include an evaluation of how such current theories as "viral media," “Memes,” and Spreadable Media might have addressed the specific patterns of production, circulation, and response you have identified. Try to draw on at least three readings in a meaningful way. You will be evaluated based on the amount of research performed, on the quality of the analysis you offer, on how you build off concepts from the readings and the lectures to help frame your analysis (including, ideally, direct references to specific readings), and on how well you understanding the nature of the new communications environment.
Activity for Week 11: Kickstarter as a Web 2.0 Company (Andrew Schrock)
Kickstarter is a website for "crowd funding," a way to finance creative and technical projects where small amounts of money are pledged with no guarantee of success, similar to a benefactor model spread across many parties. Projects must not be for charity, finite, and rewards should be intrinsically related to the project. Project proposals are reviewed by Kickstarter for adherence to guidelines, and funding is given only if projects meet their goal. About half of approved projects got funded in 2011, for an average funding rate of 46%, over a million pledges, with an average pledge of $86. The most popular projects are Film/video and music, although Technology has a larger average amount for successful financing.
Your assignment today is to summarize and contextualize a successful Kickstarter project, as selected from the list on the next page. Your tasks should include:
Examining the Kickstarter project page (be sure to watch the video, click on the updates, backers, and comments tabs)
Searching for news, criticism and other information on this project from across the web using Google and YouTube
Viewing statistics on what kinds of projects get funded:
Your response should first be descriptive: tell us a story of who these people are, what their project is, and why you think this project succeeded over others. How does the project speak to particular communities through rewards and the video pitch? Second, you should draw on the readings from class to discuss the role Kickstarter played in the team’s personal / professional lives, and how crowdfunding operates in the larger funding ecosystem. Are they amateurs or professionals? How does Kickstarter serve as an alternative for established modes of funding, recall earlier models, or reinforce criticisms made of “web 2.0”? Were there controversies or discussions of this project on news sites and discussion forums? Be sure to employ concepts from at least three readings from this week.
Week 12 Intellectual Property in the Music Industry (Rhea Vichot)
William Fischer, in discussing the role of technology within the contemporary media landscape, envisions an alternative system for artists to be compensated for their work.
Utilizing either the role you were assigned in lecture on Wednesday or, if you choose, one of four roles below:
Artist
Record Label
Intellectual Property Law Firm
Fan
Analyze FIscher's Alternative Compensation system through one of these perspectives. In doing so, be sure to reference at least three other readings. What are the advantages and disadvantages to such a system for the specific role you are writing as? How does this model address piracy and does it do so to the satisfaction of your role? What is the role of advertising in this alternative system? What changes would you want to make to Fischer’s recommendation based on our readings and discussions?
Transmedia storytelling, as defined by Prof. Jenkins, “represents a process where integral elements of a fiction get dispersed systematically across multiple delivery channels for the purpose of creating a unified and coordinated entertainment experience.” Each medium contributes something unique to the world of the story. Images, characters, stories, and songs travel between different media platforms, shaped in various ways by both corporations and consumers.
Your team’s task is to choose a media franchise, physically map how individual texts stand alone but also contribute to a larger transmedia story, and answer some questions on how your transmedia franchise reflects larger historical, cultural, political, and economic factors.
Choose one (1) of the following global transmedia franchises (and just a few texts to consider for each - there’s many more for you to map than the examples listed listed here):
1. Harry Potter (J.K. Rowling, Pottermore, The Wizarding World of Harry Potter)
2. Wizard of Oz (The Wiz, ruby slippers, L. Frank Baum, Wicked)
4. Batman (Why So Serious? ARG, Batman Live, live-action and animated TV series)
Mapping (Approx. 20 min.)
Your group will receive a marker, a large piece of white paper, and a pack of Post-Its. On the Post-Its you’ll write out different textual elements (e.g. for Harry Potter, on one Post-It you might write “Harry Potter and the Sorcerer’s Stone (The Movie)” and on another, you might write “Platform 9 ¾ in London’s Kings Cross Station”). You’ll “map” the Post-Its onto one of the sheet of white paper, and use the marker to draw connections between the elements. “Map” is a loose term and there’s no wrong way to do this - it doesn’t have to be neat and pretty, but should reflect connections and distance between elements.
Questions (Approx. 30 min.)
After the mapping exercise, your group should then answer the following questions. In your responses, please meaningfully incorporate material from Prof. Jenkins’ book chapter, his blog post you were assigned, AND at least one of Nick DeMartino’s blog posts from this week:
1) How does the franchise engage different types of transmedia logics?:
Storytelling (e.g. recurring minor characters like Boba Fett in Star Wars, story arcs across texts like Kermit and Miss Piggy’s relationship)
Branding (e.g. iconography like the Ruby Slippers in Wizard of Oz, consumer goods)
Rituals (e.g. holiday movie viewings, Harry Potter movie premieres, Super Bowl commercials)
2) Explain how one of your Post-It note “texts” relates to specific trends impacting the entertainment industry at the time of its creation.
3) Identify who owns one texts in your transmedia franchise (e.g. The most recent Muppet movie was produced by Disney, not the Jim Henson Company, because Disney now owns the Muppets). How does media concentration play a role in transmedia?
4) In his “Transmedia Storytelling 101” post, Prof. Jenkins writes, “Transmedia storytelling is the ideal aesthetic form for an era of collective intelligence.” Based on your experience working collectively during the second half of the semester and in today’s section, why or why not do you agree with that statement?
Last time, I shared some of the results of a semester-long effort to integrate forms of transactive memory and collective intelligence into the teaching of an undergraduate lecture hall class on communication technology and culture. Over the next few installments, I am sharing the discussion prompts and exam questions we developed in this context. Each is designed to support the efforts of small scale 3-4 person teams as they seek to apply concepts from lecture into the investigation of contemporary digital phenomenon. I am sharing these prompts in part because they incorporate so many resources which may be useful for other media scholars and in part because they illustrate the kinds of questions and activities that work on the scale of social interaction we are exploring.
As you will notice, the activities became a bit more streamlined as the course went along, reflecting what we learned in terms of how much material the teams could process within the designated classtime and how much background they needed in order to be able to perform the activities. Your experiences will certainly differ in terms of the abilities and backgrounds of your students.
The chunk of activities featured on today's post were ungraded, but intended to give students a chance to work in groups. I will signal when we shifted to graded activities.
I was lucky to be working with three very dedicated and creative Annenberg PhD students, Meryl Alper, Andrew Schrock, and Rhea Vichot, and I've given credit where credit is due here, indicating which activities each of them developed for the class.
Introduction: The terms of service (TOS) describe the uses that parent companies that maintain platforms and other web services deem acceptable. Among other things, Facebook's terms of service describes the ways that Facebook captures, analyzes, and uses data related to our online identities and interactions. boyd and Marwick described privacy as "both a social norm and a process” – an entirely public or private life would not be feasible (or particularly enjoyable). Privacy is an extremely complex notion, reliant on culture and social context. Feelings of “privacy violations” are often sudden and leave us feeling confused or helpless, such as when our personal information is displayed in unexpected ways. To help us think through the complex negotiations that occur between individuals, platforms, and privacy, we can interrogate the TOS for possible areas of friction between platform-endorsed uses and individual practices.
Team activity: Your assignment is to read the terms of service for Facebook with a critical eye. In teams of 2-3, read a section of the terms of service at http://www.facebook.com/legal/terms. You will be assigned one of the following sections: 2 (sharing), 3 (safety), 4 (registration), 5 (protecting rights of others), 9 (special provisions to developers), or 11 (special provisions to advertisers). Please spend 10 minutes reviewing your section and prepare brief responses to the following questions.
Questions: What does Facebook consider private? How does it differ from yours? Do you see clauses that strike you as potential violations of privacy? If so, why?
What do you think Facebook frames the terms of service this way? How do you think Facebook uses the data it collects? How does Facebook exercise power?
Have you altered the privacy settings of Facebook or used social strategies to deliver messages to friends ("steganography" from danah/alice article)? Can you think of times you or your friends have accidentally or deliberately violated the TOS? If so, why did you?
Why is this funny? What kinds of critiques are being made about Wikipedia?
○ the humor is in the failed attempt at creating an “authoratative voice”. There are some critiques of the editorial policies of WIkipedia as well as the attempts to treat all subjects, no matter how trvial or transitory, with the same voice
○ I also feel there is a subtle poke at how white and nerdy Wikipedia editors are, but that’s just my take - RAVMain Activity: How is Wikipedia Structured (Two Parts: 30-35 Minutes Total)Part I (10-15 Minutes)
In groups of 2-3, have students look at one of the following Main and Talk Pages (5-10 minutes):
After 5 minutes, have each group provide a quick summary of the main points of their assigned page as well as an interesting discussion thread on the talk page.
Questions:
What ideals are being espoused on these pages?
○ SIngular voice
○ Being not a research circle, but a repository for secondhand research
○ WIkipedia believes in “meritocracy” whether or not that is what happens in reality
What kinds of concerns are these policies hedging against?
○ Trolls, Abuse
○ Misinformation
○ Infighting, Faction building
Does this make you more or less likely to contribute content to Wikipedia?
Goals:
Understand what Wikipedia’s editorial policy
Understand that these editorial Policies are agreed upon and what assumptions may go into those conventions
Part II (20-25 Minutes)
In the same groups, they should visit a Wikipedia page on a topic they are familiar with (A novel, Film or TV Show, Comm theory from another class, A piece of technology, or a historical figure or event). They should look at: (1) The structure and content of the main page, (2) The Talk Page and relevant discussion Points, and (3) The history of the Page and Talk, including the first version of the Page. (5-10 Minutes)
In what ways do the editorial policies act as a barrier to contribution?
○ the weight of citations overwhelms even claims made by the subject of the article in question.
○ The community’s emphasis on meritocracy and “correctness” mobilizes privilege under the guise of “correct voice” and “citable sources” which shuts out marginalized voices.
What possible alternatives could there be to increase participation and the kinds of voices represented on Wikipedia?
Who do you think is the intended audience for these commercials?
What do you think these videos are trying to sell?
Main Activity: Advertising “New” Media (30 minutes: 20 minutes in group, 10 minute share with class)
Humans tend to overestimate the “newness” of new media. Not only do many technologies build on what innovations came before them, but the way a medium is advertised also builds, incrementally and creatively, on prior advertisements and advertising styles.
In the book chapter you read, Lynn Spigel talks about “popular media discourses” - ways people talk about or represent (through media) how society experiences media. Spigel’s big claim is that popular media discourses about television and the family reflected sometimes conflicting viewpoints: that TV would bring families together, drive them apart, but also a hybrid of the two. She analyzes popular magazine ads as evidence for her claims.
This activity will be an exercise in meaningfully comparing and contrasting two print advertisements from different eras but that share some common themes and styles.
Students will break into groups of 3 or 4. All students will have had the PowerPoint sent to them prior to section.
The PowerPoint has 6 different pairs of advertisements:
1A - RCA VideoDiscs - “How to improve your social life” - 1980s
1B - Hohner Harmonicas - “The Hero of Amateur Hour” - 1940s
2A - Dumont Television - “Once upon a time...” - 1940s
2B - Atari - “‘New Frontiers’: Learn to brave new worlds.” - 1980s
4A - Western Electric - “There are still some things Americans know how to do best” - 1970s
4B - Tobe Filterette - “YOU BET the war has changed us!” - 1940s
5A - Douglas - “How satellites can give us low cost emergency telephone service” - 1960s
5B - Panasonic - “With a new Panasonic cordless phone, you won’t sounds like you’re calling from another planet” - 1980s
6A - Sharp - “The first laptop designed to be your first laptop” - 1980s
6B - Bell Telephone System - “Television” - 1940s
Each group will be responsible for one pair of advertisements.
Questions:
1. Briefly do an online search for major US & global events during the era of each ad. How might these ads fit into larger historical trends (e.g. wars, economic up turns and down swings)?
2. Read the “copy” (written text) that the ads use. A) On it’s own, what meaning does the copy have? B) When taking into account the full visuals of the ad, does the copy take on additional or different meanings? (You’ll want to zoom in to take a closer look at the ads with smaller text.)
3. What kinds of anxieties and hopes do each of these ads reflect about:
Family life?
Social life?
Political life (in the US and internationally)?
Culture/stylistic trends?
Gender?
Economic issues?
4. Are the people in the ads are actually using the technology or are people are props around the object? What does the space around the media look like? How does this make a difference in the ads message?
5. Finally, don’t just describe each ad on its own; Put both of these ads in conversation with each other. How might they complement and/or contradict each other?
What do you make of open-source? How does it relate with previous concepts we’ve encountered in the class? Why do hackers like open-source? How can it be contrasted with more restrictive control over source code?
Who is involved with this project? How does hardware hacking differ from software? What observations can you make about the progression of the project?
Second part - Software hacking hands-on activity (20 mins.)
One theme of this class is thinking not just about how systems exist in isolation, but how information flows across systems that can talk to one another. Hacking describes a way of viewing technology with a critical eye to understand their inner workings.
If-this-then-that is a website that connects "triggers" to "channels." Triggers are activated when something happens, and channels are what is triggered. The combinations are called "recipes" and can be shared publicly and modified. For example, every time you are tagged in a Facebook photo (trigger), you receive an SMS text (channel).
In groups of 2, think of a cool or interesting recipe. Look to see if one has been created already. Either use that or create one of your own and make it active. Test it out. Did your idea already exist in a recipe? Can you think of triggers that you want but can’t find?
Group Activity 1: YouTube as Site of Community and Remix Culture
In groups of 2-3, look through and choose a video from a participatory culture you are familiar with. If you can't find one, you can also browse the YouTube charts: (http://www.youtube.com/charts/) and look through the Most Discussed and Most Favorited videos for the past week or month.
Questions:
1) Is it a commercial or amateur production? How can you tell?
2) What kinds of communities are these videos a part of? Is this a convergence of multiple communities?
3) Is the video critiquing or curating commercial content? In what ways?
4) Who are the creators of the content? How might that affect what is either being expressed or what sorts of comments are being made about the video?
5) What sorts of Intellectual Property (IP) are used? Are the uses if IP in your example defensible by Fair Use? How?
Group Activity 2: Creating Remix Videos
Using the YouTube Doubler: (http://youtubedoubler.com/), create a mashup of video and sound. Use the google URL shortener (goo.gl) to post a link on Blackboard.
Examples:
"Ant on a Treadmill Vs. Breakfast Machine-Danny Elfman":
1) What sorts of Intellectual Property (IP) are used? Are the uses if IP in your example defensible by Fair Use? How?
2) What kind of juxtapositions does your example make? Do the juxtapositons made, either in your example or the ones provided, make a critique about the media used?
Learning About Collective Intelligence
From the start, the group activities were framed in terms of notions of collective intelligence and participatory culture, themes which had been central to the first part of the semester. By the time they got to the group activities, students would have done papers exploring how Wikipedia works, would have participated in lectures and discussions explaining some of the core findings from MacArthur Foundation’s Digital Media and Learning initiatives, and would have looked at a range of social media and media sharing platforms and their dynamics. We had prepared for the problem sets by having earlier inquiry based activities in discussion which were organized around groups at a variety of different scales but which were ungraded (except in terms of attendance)
Students had been given a set of exam questions about a week prior to the midterm, with a subset of the questions appearing on the exam. Students could bring their notes and other materials into the exam and consult them as they filled in their blue books. Students had the option of sharing information or pooling insights with other students on the midterm, as long as they disclosed who they worked with. Most of the students seemed to work with at least one other person on the exam.
In one case, a team of students formed and posted online their collective responses to each question on the class mailing list the morning the midterm was to be given. This unanticipated situation posed a last minute challenge to the class instructors: we decided to write to the class, warning them that not all of the information contained in the posted answers was accurate, that they should use the material at their own risk and that they should disclose whether they had consulted these responses in preparing their answers. It turned out that one of the students had taken the liberty to posting the work of the other group members and some of them were not happy being placed in that situation. Other students said that they were afraid to even read the posted answers, but for the most part, the class took the situation in stride, there was still a great deal of diversity in the quality and content of the midterm answers. Whatever was going on behind the scenes, students did not mindlessly copy down the information that had been posted.
Taking the Final
The team’s performance on the final exam was uneven, but generally, the groups succeeded in creating richer, more fully documented responses than they would have been able to do individually. Some of the responses felt fragmented and contradictory, as if the teams had not been able to fully smooth out differences between members about the best way to approach a question; some of the responses included too much information, including much that was not pertinent to answering the question. We had tried to break each question down into a series of steps, much like the weekly problem sets, so that students had a good way to structure their problem solving activities. In general, students did best where the questions were concrete and pointed to specific readings or topics from the class; they had more difficulty abstracting from the information provided, speculating about its future implications, or evaluating real world phenomenon based on proposed criteria. The collective process brought forward a strong tendency towards synthesis but set clear limits on their capacity to produce shared critiques. While some of the questions explicitly called on them to bring in their own examples, they tended to still operate within the borders of the class materials rather than going outside in search of new information. These later insights might be consistent with what we know about Wikipedia for example: that participants are often guided by a shared understanding of what an encylopedia entry looks like, that the community’s norms value “neturality” over critique and that there is a ban on publishing “original research.” Success here rests, then, on correctly calibrating our expectations to value what works well in a collaborative context.
Student Criticisms
For those students who found this process frustrating, the largest single factor identified was a sense of loss of control over their own classroom performance. One put it simply, “I have more control of my grade the first half of the semester and less control of my grade the second half of the semester.” Many of the USC students are very good at playing the traditional classroom game, calculating how many points they needed to get their desired grades, and giving the teachers what they wanted. If they grew up in a networked culture, they also grew up in a culture based on standardized exams, and so there was a certain degree of discomfort, among many of the students, with a more open-ended process which did not tell them what they needed to know and with a structure which meant that they were dependent on others for their mutual success. As one student explained:
"I preferred doing things on my own because I got stuff done much faster and more efficiently. I did not like relying on my other group members to do readings because I never knew if they had done them properly or not, and some of my team members did not even show up to a single class. That meant that they were going to receive the participation in lecture points based on my participation, and that does not seem fair to me at all.”
Others felt bruised by the lack of respect and trust shown them by other team members: "In order to work in a group, people have to understand the strengths and weaknesses of their group members and they have to be flexible. When there are group members that don't trust other group members and want to constantly be in control, the group fails." One student described the final exam as a "debacle" because the group could not agree on strategies or criteria for producing a solid answer, while another complained about harsh treatment from classmates who did not value each other's contributions: "I have never felt so disrespected in my entire life. Some of the other group members made me feel like dirt, just because they thought that they were better than two of us.”
Many of the frustrations centered around unequal sets of expectations between team members, including a different sense of how well they wanted or needed to do in the class. Here, for example, was a student who compared negatively the experience of working with an assigned group in a required class and the processes which made collective intelligence work outside the classroom:
“I did not particularly enjoy the group portion of the class because I did not trust certain members of my group to complete the work and to do it well. Although the group portion theoretically could have stimulated more conversation about the topics and inspired people to participate in their learning, a couple of members in my group seemed very uninterested and content to skate by on the work my other group members and I did... I fully understand the value of learning how to work in groups, especially given our shift toward participatory culture; but I assume in participatory culture, the participants actually have some glimmer of interest in the content they are creating."
Student Enthusiasm
For those who had a more successful experience, they felt supported by their teams and energized by the shared responsibility over the material:
“It was nice to have other people to help with the assignments. Our team worked very well together, and I think learning how to work in teams is an important skill to have. In the second half of the semester, I was pushed to do my assignments because I knew that the team relied on me. Compared to having to do assignments alone, it was nice knowing that if there was a reading that I didn't understand, then there was somebody in the group that could help contribute.”
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"Honestly, I was a little skeptical as to how group work would ultimately play out and whether it would be successful, but to my pleasant surprise it was a great success. Just as the class was intended, different teammates were responsible for different materials and therefore were able to master different contents of the class and teach them to their team members. While I felt that the first half of the class was also well done, I had an even better learning experience in the second half of the class. While there was some participatory activity going on in the first half of the class, I believe there was a well-working participatory culture in the second half. The professor and the TA's structured the discussions very strategically to be able to push the students to work quickly and efficiently in their teams by grouping their knowledge into a collective product. I genuinely feel that this made the team much greater than the sum of its parts.”
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“Group work is definitely more challenging. However it challenged me to practice better negotiation and communication skills. I would consider the second half a practical application for all the communication theories learned in past years”
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"I really liked having the groups for the readings and in-class discussions. I felt that I was able to cover so much more material (even if only through the short-hand of my teammates) by examining the notes for ALL of the readings on our Google Doc. I felt that I was more informed coming in to lecture. The first half of the semester, it was often difficult for me to get all of the assigned readings done. But with only one reading per night, it was a lot easier. Plus, I had the weight of my team to encourage me to actually get it done on time."
In many cases, they were thrilled not to have to go it alone, to be able to turn easily to someone else on the team who understood a particular chunk of course material better than they did. And even some who did not have a perfect group experience saw the value in the end of the process:
“If anything it made me realize that we all have limitations. One person can not carry a group. I feel that it all worked out in the end . I wish we had better communication within our group though.”
Some of the teams clearly acquired new techniques for coordinating and collaborating within a network: “Working on assignments together via Google Docs was very helpful because we each knew our roles and could quickly add to each other's work if needed.”
Assessing the Experience
For all of the frustrations expressed by some students about students getting equal points despite not doing equal work, a review of the grades by group suggests there was significant variation in their final performance in the class within each team in part because of their individual performance in the first half of the semester and in part because the mechanism of rewarding those who attended and participated in sections worked as it was designed to do.
Overall, students seemed to have reflected deeply about the advantages and disadvantages of the collaborative production of knowledge, a theme which recurred throughout the class, and in the process, they developed a stronger appreciation of research as a process rather than imaging knowledge as a contained body of information. There's still a lot we all have to learn about making these kinds of group processes function, especially given the degree to which they fly in the face of the ways students have been socialized throughout their formal education to think of themselves as autonomous learners. Clearly, I am troubled by the reports of some of the destructive experiences which occurred within some of the more disfunctional groups, yet, over all, many more students expressed enthusiasm for the process than shared frustrations.
Interestingly, when I taught the subject two years ago with a much more conventional grading scheme, the average GPA for the class was 3.14, while the average GPA for the class with the collective experiment was 3.21, well within the average variation from one semester to the next.
NEXT TIME: THE DISCUSSION SECTION ACTIVITIES
COMING SOON: THE EXAM
BackgroundMy plans for an open-laptop exam generated a fair amount of buzz when I announced them in the fall, so I figured you would be interested to learn more about how things played out. Annenberg PhD Student Adam Kahn, who helped design this curricular intervention/innovation, is still working through a massive amount of survey data collected about the process, so any observations I share now are provisional based primarily on what I saw from in front of the lecture room and on exit surveys students completed after turning in their final exams. In general, I think the experiment was successful, even though, with any design process, there are many things I would change on the next iteration. And, as we will see, the experience had some critics among the students in the class.
To remind you, the basic set up was this: Students completed a series of individual assignments throughout the first part of the term, which counted for 50 percent of their total grades. In the second part, they were put onto teams, which worked together on every assignment, including a series of weekly problem sets conducted in the discussion section, contributions to class discussion, and the final exam. Students had to attend the discussion section in order to receive the team’s points for their contributions, but otherwise, participants received their grades based on collective rather than individual performance. We introduced this process into a 200 level lecture hall class on New Media Technologies and Culture, with a population of 110 students, mostly Communication majors, taking what was a required subject for their degree. You can see the syllabus for the class, including the assignment structure, here.
Impact on Class Discussion
My first observation was that the emotional tone of the class shifted dramatically following the midterm as we placed students on teams. The teams sat together in the lecture hall; they chose a shared name, and they used that name to identify themselves when they participated in the class discussions. From the start, there was a strong sense of team identity for most of the groups. I’ve speculated that this approach might work especially well in the context of USC where there is such a strong sports culture.
From the start, I had placed a strong emphasis on class participation during lecture sections, trying to move towards a more Socratic approach to teaching the content. There had been push back early on when I relied too heavily on discussion, and so I had tried to find a balance between short lectures designed to introduce core concepts and then more open ended discussion to allow students to share their perspectives on core debates of the digital age. We struggled a bit with managing discussion in a large lecture hall context: students balked at the mechanics of passing around microphones, but some of the students had trouble being heard in the large space and were thus more reluctant to speak. Over the course of the term, the process started to feel more natural for both the teacher and the students, and we had some very engaged and informed conversations.
As with any discussion class, there were a number of students who were quick to raise their hands and engage, while there were others who were intimidated by the large size of the class. The most active participants continued to dominate discussion in the second half, but there were many others who made their first contributions during this period, either empowered by having teammates supporting them or by the sense of competitiveness that teams introduced into the mix. As one student explained, "I liked that we all sat together during lecture. This enabled us to whisper about the lecture content and, all together, come up with a question to pose or a comment to offer." More dramatically, team members were much more likely to anchor their statements to specific statements or information contained within the readings. Indeed, it was clear that a much higher percentage of the students had done the readings and done them closely knowing that they were dependent upon each other for the quality of information being transmitted to the group.
A highlight of the course came when we conducted a role playing activity in one of the lecture sessions focused around debates about digital piracy and the evolution of new business models for the music industry. Each team was assigned a specific role -- from new artists trying to break into the industry to recording studio executives, from fans to teachers and librarians, from religious performers to international musicians who are developing a following in the United States. The teams were assigned their parts in advance and encouraged to do a little home work so that they had thought through their assigned perspectives. Each group was asked to make an opening statement, which were surprisingly well informed, for the most part, and then, they were given time to negotiate across groups to see if they could identify common interests and propose new solutions to the issues. This was the only time in the term when we encourage activity across groups rather than within groups, and multiple students pointed to this activity as transformative in terms of their understanding of the value of the team process. It also resulted in a spectacular discussion which got students out of familiar debating points around issues of digital piracy and allowed them to develop a more systemic understanding of the issues. I would love a way to create more such experiences across the class the next time I teach it.
Working Within Teams
Students were placed randomly on teams, in the hopes of insuring greater diversity. On the one hand, we felt that if students self-selected teams, they would be more likely to choose people with whom they already shared many common interests, i.e. people who were like themselves. On the other hand, we also wanted to avoid the common pattern of consciously combining strong and weak students onto teams together, which tends to result in the stronger students being asked to carry the load by themselves. In the exit surveys, students were sharply divided between those who felt that the random assignments insured that they met new contacts and brought more diverse knowledge together and those who felt that some of the logistical problems they encountered would have been minimized if students had been able to work with people they already knew. Here, for example, was a student who valued being randomly assigned: "When my group worked, we worked efficiently because we didn't know each other at all, so there were few distractions. We were friendly, but didn't have a lot in common, which was conducive to learning the subject material." Yet this student also noted that their lack of familiarity with each other could sometimes result in a lack of accountability:" I didn't make it to class the first day and realized later that no one in my group had taken any initiative to do the necessary organization for future readings, in-class work, etc. No one was really a leader. We couldn't count on each other. There were no ground rules set, etc.” Some students wanted better mechanisms for dealing with students who failed to contribute to the collective good: "“I think the students should either be able to choose their own groups or somehow get rid of the weakest link." The large scale of the lecture class makes it particularly likely to attract students who are not strongly motivated by the subject matter and who are likely to exploit the good will of their classmates.
Each team consisted of 3-5 students (with the unevenness a product of the uneven number of students who had registered for the different discussion sections which met at different days and times). It was clear from the start that the larger teams worked better, overall, with smaller teams more vulnerable to individual students who let down their team through under-performance.
Most of the teams became effective learning communities, but not all of them did. We had taken steps to insure shared expectations of members, asking each team to write a contract together so that they had a mutual understanding of their responsibilities to each other. We had built in one core check on group participation -- i.e. the students had to attend the discussion section and work on the problem set in order to gain credit for that assignment. Otherwise, we relied on social mechanisms to insure that they held each other accountable. Through these weekly problem sets, students gained practice working together, learning each other’s strengths and vulnerabilities. We had felt using the discussion sections in this way would insure some regular face-to-face time between group members (as did having students sit in team during lecture).
Overall, attendance in discussion sections increased with the emergence of a team structure, though there were still many students who still did not attend class regularly, a manifestation of the “free loading” problem which often crops up when working within a commons. And for those teams which were struggling with the process, there was a perception that the instructors were not doing “anything” about it. We wanted to resist the temptation of shuffling the teams once the process began, since doing so would be likely to disrupt the coherence of those teams which were functioning well, since we wanted to encourage teams to find ways to work through their own problems seeing learning to self-correct their process as an important learning opportunity. In many cases, teams that did not gel at first did find their footing over time, part of the value of repeated experiences working in teams, while in some cases, teams that had worked well up until that point hit real friction when they turned their attention to dealing with the high stakes final exam. Here, for example, was a student who felt the group had gotten in the swing of things just in time for the exam: "My group members let me down on numerous occasions but our final went so well and so smoothly that I'm having a hard time deciding how I felt about the whole thing overall.” TAs did give advice to team members who were having a frustrating time; we felt that there were penalties built into the system for those members who under-perfomed -- again, the fact that they did not get points for sections which they missed and the likelyhood that underperforming students had also underperformed during the individual portion of the class. Next time, I want to provide much greater advice to the students about strategies for insuring team cohesion and meaningful interaction.
We struggled with the question of whether we should have introduced some self-evaluation process where team members could assess what each contributed to the process and so that we could adjust grading accordingly. We choose not to do so for several reasons: We feared that such a practice might further fracture teams which were struggling to survive, raising the tension level at the time when we wanted teams to be developing greater trust in each other, and as importantly, we felt that it would be inappropriate to change the rules of the game mid-process. Next time we do this, I am going to weigh this question again more closely, since the lack of such formal mechanisms was the single most frequent complaint we heard about the group activities.
Designing Problems
Designing the problem sets for the discussion section proved challenging for a number of reasons. We wanted the questions to be sufficiently challenging so that students were motivated to put in the extra efforts and also be able to see that they could indeed do more collectively than they would have been able to do individually. We wanted the questions to be open-ended enough so that students could show what they knew, bring their individual and collective knowledge beyond the class into the process, and have a chance to dig deeper into their own passions and interests. We also wanted to have questions which relied on as many of the readings from the week as possible, since we were encouraging students to divide up the readings between them and then deploy what they needed in response to each problem. Early on, it was clear the teams needed more guidance on the best way to find the information they needed, and the challenges of working in a hour long discussion section (well, 50 minutes really) meant that we needed to simplify the options in order to allow students to get out of the gate quicker. Here, for example, is how one student described their team's frustrations:
"The assignments given in discussion sections were rather long and difficult for the amount of time allotted to students to complete them. The assignments also placed a large emphasis on the skill of being able to produce quick thoughts and responses to questions that students were not fully prepared to answer. If the questions were given prior to coming to class, it would have helped to allow students to come in more prepared and produce more thoughtful and engaging responses."
We streamlined the problems week by week, but students still complained that they did not have time to fully complete the assignments during the class period. (I am going to share with you the assignments in a follow up series of posts). We had been reluctant to extend the time working on the problem sets because we were afraid the most anxious students would turn them into a much bigger project than intended and because extending them beyond the class time would increase the logistical challenges involved in working with teams.
While most of the students complained about the time constraints, some felt like we had achieved an ideal balance: “I think that the discussion section questions struck the perfect balance in that they pushed the students to produce a lot of quality work in a short amount of time, yet it was completely fair as our knowledge was collaborated from what we obtained throughout the week. I was always very satisfied and impressed with the work we were able to produce in such short periods of time.” Some students used the practice runs to rehearse strategies and refine skills in preparation for the final: “The activities done during discussion section were also beneficial because you could kind of gage what people's strengths and weaknesses in the course material were and how it can be applied to the final.”
Overall, we felt the quality of the problem set responses were strong, with most of the teams scoring in the A-B range, and with signs of general improvement over time, suggesting that, in most cases, the teams were learning to work better together each time they confronted a new problem.
As we count down to the wide spread release of our new book, Spreadable Media: Creating Value and Meaning in a Networked Culture, which I co-authored with Sam Ford and Joshua Green, we are rolling out this week five more essays -- in this case, dealing with core issues from the book's chapters on independent media and transnational media flows. One final crop of essays from the project will go on-line next week. By now, some of you may well be receiving copies of the book advanced ordered through Amazon or New York University Press. We'd love to know what you think. I was lucky enough to be able to share some thoughts about this project this past week with faculty and students at Concordia University.
This post is available in Czech language (provided by Alex and Nora Pozner from bizow reviews team).
In the raging debate over the legitimacy and consequences of the “Long Tail” theory (Anderson 2006), few markets have received more attention than those dedicated to digitally distributed video games. Proponents of the Long Tail have argued that digital distribution will finally turn the historically hit-driven game industry on its head—that future revenues will be driven by consumer activity distributed across a huge catalog of video games developed, in large part, by independent game developers as opposed to titanic publishers; that it will prove consistently more profitable to focus on niche audiences in this new world of digital game distribution, rather than to focus on the development of broadly appealing hits; and (for those of us interested in the spreadability model) that a new generation of empowered consumers will actively seek and promote the highest-quality content, driving revenues to the most deserving game developers and leading to a healthier and more vibrant video game ecosystem overall.
There can be no doubt that encouraging signs of this development have begun to crop up everywhere. Many now-prominent independent game developers, such as The Behemoth and 2D Boy, have leveraged console-based digital distribution platforms such as Xbox LIVE, Wiiware, and the Playstation Network (PSN) to reach markets that were previously only accessible via the long arm of a traditional publisher. These developers have not only created award-winning games that have generated significant amounts of profit. They have, in many cases, retained the rights to their intellectual property (IP) and operated with near-total independence, an unthinkable situation for small console game developers only a few years ago. And, while digital distribution on the console typically generates the most buzz, independent developers have made equally great strides on mobile devices, the web, and the PC thanks to a wide variety of channels (stores such as iTunes, Android Market, and Steam; portals such as Kongregate.com; and more generalized distribution through social network sites such as Facebook, to name just a few). Savvy observers have noted that in mobile ecosystems in particular, independent developers have consistently had greater success than traditional publishers in cracking into the “top 10.”
Comic books—especially single issues, or “floppies”—have always been spreadable. As kids in the 1980s, my friends and I would head into our local comic shop, each emerge with an armful of floppies, then spend the afternoon first reading through our own haul and then each other’s. Usually, at least one of my friends’ floppies would be from some larger multipart story arc, and, if it was any good, I’d either go digging through my friend’s collection or thumbing through the store’s back issues to find out what was going on. Sharing, recommendation, drillability, and vast narrative complexity were all part of our everyday lives long before we could even drive.
Webcomics have emerged as an alternative form of publishing that makes such practices even easier. Many webcomics use RSS feeds to deliver new installments via email or RSS reader applications, and many webcomics offer forums where fans can chat and bicker and share their favorite comics with one another, much as my friends and I did in person so many years ago. Now, I can recommend comics to friends around the world either by emailing them a link to a webcomic’s site (and thus the latest comic) or a “permalink” to the archived page or, more commonly now, by texting, IMing, or Facebook messaging them such a link. Many webcomics, such as Emily Horne and Joey Comeau’s A Softer World, include built-in widgets for fans to recommend them on online services such as Digg, Facebook, Reddit, StumbleUpon, Del.icio.us, Technorati, and Twitter. Scott Kurtz’s PVP includes widgets to share each strip on twenty different services.
Unlike traditional print comics, for which most writers and artists labor under “work for hire” contracts for large publishers such as Marvel and DC, webcomics are typically owned and operated by their creators and rely on revenues generated by advertising, fan subscriptions/memberships, or sales of ancillary merchandise. As a result, for creators, getting individuals to purchase a single instance of their work (such as a traditional print floppy) is less important than establishing an ongoing relationship, aggregating a large recurring audience over time. The simplicity of the URL system supports this—when recommending a comic to a friend, I could copy and paste an image of the comic itself into an email, stripping out the context, ads, and links to the related merchandise, but why bother when sharing a link is so easy?
A key dilemma for both media consumers and producers in today’s media environment is discoverability: with so much media spreading, and even more desperately wanting to be spread, how do we choose what to consume? Consequently, consumers need highly effective filters to direct them to the media they are most likely to enjoy and away from that which they are unlikely to enjoy; producers, meanwhile, need to develop techniques to ensure that their content enjoys safe passage through such filters and finds the audiences most likely to enjoy their work. Herein lies the importance of, and the use for, authors.
As compared to creative figures—producers, writers, artists, designers, and a wealth of other terms in common parlance to describe those who make media—an “author” is someone to whom we attribute a heightened level of authority and autonomy over the item of media in question. Most consumers operate on the assumption that a vast amount of media isn’t worth personally consuming, either because it is corporate hackery written by committee just to make a fast buck, because it is amateurish and incompetent, or simply because it doesn’t appeal to any of their interests. An author, though, is a totem of sorts that signifies a certain level of skill and singularity of vision. To talk of authors for professionally produced content is to assert creativity and self-expression in what can too often be characterized as a faceless, paint-by-numbers industry, while to talk of authors for amateur-produced content is to attribute artistry in what can too often be characterized as a world full of everyone’s uploaded cat videos. Discussing authors can be a way to validate the product of said authors, and hence to allow ourselves to discuss art, meaning, and depth in some popular media without attributing artistry or depth to all popular media.
At the same time, precisely who the author is can be hotly contested and variable, as the content industries may pose one author, while fans may look to others, sometimes working to uncover who the “real” author is. For instance, while The Simpsons is often popularly spoken of as Matt Groening’s, many fans have nominated other individuals in the show’s production as the true source(s) of the show’s perceived brilliance, and hence as its author(s). The fact that people would bother to argue over who the author is should signify how much the title of author matters, and it offers an initial sign of the importance of authors.
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Sweden is a small country, yet it has one of the world’s biggest and best-selling music scenes. You might think ABBA, and you wouldn’t be wrong, but they’re just the best-known starting point of a very long tail, with thousands of bands spanning every genre and degree of success. Sweden is also home to The Pirate Bay, the world’s top torrenting site, which ABBA songwriter Björn Ulvaeus has decried as made by and for those who are lazy and stingy and don’t understand that, if creators can’t anticipate payment, they will never release music (“ABBA Star” 2009). Since the advent of recording in the early twentieth century, recorded music has been the central economic good of the music business. Hence, it is no wonder that the mainstream industry has been so vociferous in its efforts to demonize and sue uploaders and to support national policies that limit the ability of listeners to spread music.
Further down the tail, though, Sweden is home to many artists and labels trying to forge a new way through this thicket, one that rejects the notions that certain payment is a precondition for artistic expression or that file sharing detracts from the economics of their business. The attitudes and actions of The Swedish Model, a consortium of seven independent labels committed to a more optimistic dialogue on music’s future, and other Swedish labels and musicians put spreadability at the center of their hopes for the future of the music business. The tiny label Songs I Wish I Had Written, headed by Martin Thörnkvist, who also heads The Swedish Model, shared an office with a Pirate Bay cofounder, and Thörnkvist uploads his label’s catalog in the highest quality to Pirate Bay. Labrador, another Swedish independent label, gives away annual samplers through Pirate Bay and posts all its singles for free download on its website.
These entrepreneurs have taken to heart that if their music doesn’t spread, it may as well be dead. The logic goes like this: We are small and have minimal budgets. There are few mainstream venues that will promote our music, so few people will have the opportunity to hear it through mass media. The more people who hear it, the larger the audience will become. Even if most of that audience does not pay for CDs or mp3s, the slice that does will be bigger than the entire audience would otherwise have been. And the slice that doesn’t pay to buy music may well pay for other things. As Thörnkvist put it when addressing the music industry audience at MIDEMNet, “I’d rather have one million listeners and one hundred buyers than one hundred listeners and one hundred buyers” (2009).
Consider a clip from the Japanese variety show Arashi no Shukudai-kun that recently made its way onto YouTube in early 2009: a small group of Japanese pop singers are challenged to eat a “surprisingly large” hamburger named after a city in the Ibaraki prefecture and are joking about how “Super American” the situation is. They suggest that the burger inspires them to don overalls and grow “amazing” chest hair, while Bruce Springsteen’s “Born in the U.S.A.” blares in the background. The clip was then subtitled in English by two fans based in Australia and circulated based on its appeal to English-speaking audiences of the “J-pop” performers in the video as an embodied spectacle of Japanese popular culture. Various versions of the clip were distributed online through fan communities on LiveJournal, a Russian-owned social blogging platform with offices headquartered in San Francisco, and other forums, and fans shared the links through their blogs, Facebook, Twitter, Delicious, and other social media channels. In the process, the Arashi no Shukudai-kun clip was recontextualized, reformatted, resubtitled, and diverted to new (and sometimes unexpected) audiences at every step along the way. Far from exceptional, there are countless clips like this one on YouTube: in the global spreadable media environment, its crisscrossing path back and forth across multiple national, linguistic, and cultural boundaries is becoming perfectly common.
Not only is the transnational movement of media becoming increasingly pervasive; it has also become significantly more—and more visibly—multinodal. Thus, we must go beyond the use of Bruce Springsteen in the background of a Japanese variety show as part of a parody and indigenization of Western cultural materials to consider its subsequent movement as it is taken up, translated, and circulated by grassroots intermediaries, passing through divergent and overlapping circuits, often outside the purview of established media industries and markets. In short, we must look beyond sites of production and consumption to consider the practices of transmission and the routes of circulation—the means and manner by which people spread media to one another—which are increasingly shaping the flow of transnational content.
