Interactive Media Use and Youth: Learning, Knowledge Exchange and Behavior

Interactive Media Use and Youth: Learning, Knowledge Exchange and Behavior

Elza Dunkels (Umeå University, Sweden), Gun-Marie Franberg (Umea University, Sweden) and Camilla Hallgren (Umea University, Sweden)
Indexed In: PsycINFO®, SCOPUS
Release Date: March, 2011|Copyright: © 2011 |Pages: 318
DOI: 10.4018/978-1-60960-206-2
ISBN13: 9781609602062|ISBN10: 1609602064|EISBN13: 9781609602086
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Description & Coverage
Description:

Modern advancements in technology have changed the way that young people use interactive media. Learning from such methods was not even considered until recently. It is now slowly defining the landscape of contemporary pedagogical practices.

Interactive Media Use and Youth: Learning, Knowledge Exchange and Behavior provides a comprehensive collection of knowledge based on different perspectives on quantitative and descriptive studies, what goes on in the contemporary media landscape, and pedagogical research on formal and non-formal learning strategies. This book outlines interactive media as an emerging research area, growing around young people and contemporary digital arenas. The field is growing in size, shape and complexity and the need for study is urgent.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • African Art Students and Digital Learning
  • Contemporary Learning
  • Digital Competence
  • Gaming and learning
  • Informal Learning Online – Implications for School Development
  • Information, Knowledge and Information Knowledge
  • Interactive Media and Gender
  • Interactive Media and Learning
  • Interactive Media in School
  • Language and Contemporary Media
Reviews and Testimonials

Selected as a Fall 2011 Shelf-Worthy Academic Title by Baker & Taylor.

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Edited by three educators in the Department of Applied Educational Science at Umea University in Sweden this work brings together 14 chapters authored by 19 international scholars. Providing an international coverage of the use of technology and interactive media by children and young adults, the chapters are separated into four sections—the context of interactive media, contemporary learning, learning environments, and contemporary challenges. As with other titles from Information Science Reference, this work has both a traditional table of contents and an annotated, or expanded, table of contents, along with a compilation of references and index. The reference styles used throughout the work are not consistent, nor are the spellings or term usage, which can cause problems for readers who are trying to find materials on a similar topic throughout the book. The content is current and applicable to those working with students in the K-12 setting in any country, seeking knowledge about use of interactive media in schools, multiple literacies, and using interactive media to meet these literacy outcomes.

– Sara Marcus
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Editor/Author Biographies
Elza Dunkels is a senior lecturer at the Department of Applied Educational Science at Umeå University, Sweden. Her PhD from 2007 deals with young people’s own perceptions of online dangers. She is currently involved projects concerning online risk, adult’s perceptions of online dangers and sexual exploitation of young people online.
Gun-Marie Frånberg is Professor in Educational Work at the Department of Applied Educational Science, Umeå University, Sweden. Her research interests include social and cultural perspectives on contemporary educational work. There is a particular focus on social values and net cultures at the intersection of age, class, gender and ethnicity.
Camilla Hällgren works as a senior lecturer at the department of Applied Educational Science at Umeå University in Sweden. She has a PhD in Educational Work, from the same university. Her research interest deals with the complexity of identity, young people, social values and online interactions.
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Editorial Review Board
Eugenia Cossa, Eduardo Mondlane Univeristy, Moçambique
Johan Elmfeldt, Malmö University, Sweden
Ola Erstad, University of Oslo, Norway
Mauri Kaipainen, Södertörn University, Sweden
Wim Veen, Delft University of Technology, The Netherlands
Gaby Weiner, University of Edinburgh, UK
Pavel Zgaga, University of Ljubliana, Slovenia