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New Media Pathways: Navigating the Links between Home, School, and the Workplace

New Media Pathways: Navigating the Links between Home, School, and the Workplace

Helen Nixon, Stephen Atkinson, Catherine Beavis
Copyright: © 2006 |Pages: 19
ISBN13: 9781591404941|ISBN10: 1591404940|EISBN13: 9781591404965
DOI: 10.4018/978-1-59140-494-1.ch007
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MLA

Nixon, Helen, et al. "New Media Pathways: Navigating the Links between Home, School, and the Workplace." Handbook of Research on Literacy in Technology at the K-12 Level, edited by Leo Tan Wee Hin and R. Subramaniam, IGI Global, 2006, pp. 118-136. https://doi.org/10.4018/978-1-59140-494-1.ch007

APA

Nixon, H., Atkinson, S., & Beavis, C. (2006). New Media Pathways: Navigating the Links between Home, School, and the Workplace. In L. Tan Wee Hin & R. Subramaniam (Eds.), Handbook of Research on Literacy in Technology at the K-12 Level (pp. 118-136). IGI Global. https://doi.org/10.4018/978-1-59140-494-1.ch007

Chicago

Nixon, Helen, Stephen Atkinson, and Catherine Beavis. "New Media Pathways: Navigating the Links between Home, School, and the Workplace." In Handbook of Research on Literacy in Technology at the K-12 Level, edited by Leo Tan Wee Hin and R. Subramaniam, 118-136. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-494-1.ch007

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Abstract

This chapter uses the case of students enrolled in the Multimedia Pathway offered by Harbourside High School to discuss the tensions and contradictions inherent in the views that: (a) school curriculum and pedagogy have much to learn from young people’s informal and leisure-based learning; and (b) school-based courses in new media are important because they increase student retention and the chance of success in post-school employment. We draw on literature about the “new work order” (Gee, Hull, & Lankshear, 1996) to explore the nature of these students’ learning about and with ICTs and show that the students’ knowledge exists “in a network of relationships” (Gee, 2000) that bridge the formal and informal learning divide. Finally, we discuss the parts played by their in- and out-of-school engagements with ICT in their becoming the kinds of portfolio people supposedly required by the new capitalism.

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