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The Pedagogical Potential of Video Remix
Author(s) -
Burwell Catherine
Publication year - 2013
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.205
Subject(s) - appropriation , creativity , sociology , context (archaeology) , media literacy , mainstream , popular culture , literacy , new media , ideology , pedagogy , media studies , multimedia , computer science , psychology , epistemology , politics , political science , world wide web , history , social psychology , philosophy , archaeology , law
Appropriation, transformation and remix are increasingly recognized as significant aspects of digital literacy. This article considers how one form of digital remix – the video remix – might be used in classrooms to introduce critical conversations about representation, appropriation, creativity and copyright. The first half of the article explores the opportunities that remix presents to reflect on mainstream media ideologies, emerging modes of collaborative creativity, and the complexities of intellectual property. The second half illustrates this potential by examining the use of one popular video remix, Buffy vs. Edward, in a secondary school English class and an undergraduate popular culture course. Throughout, the article argues that critical discussion of digital texts and practices opens up the possibilities for students to analyze their everyday lived media experience. This is an important undertaking in a context in which young people's identities and world views are increasingly shaped through digital texts and interactions.