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Final Thoughts: Factors such as segregation and stratification are powerful determinants of how people use technology. I do not believe that youth media can be fully satisfactory until young people’s communities become more democratic. 

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Final Thoughts: Factors such as segregation and stratification are powerful determinants of how people use technology. I do not believe that youth media can be fully satisfactory until young people’s communities become more democratic. 

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Responses to the Audience Problem: -create highly interactive, game-like environments in which youth can express public views and do civic work

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Responses to the Audience Problem: -create highly interactive, game-like environments in which youth can express public views and do civic work

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-expand audiences by marketing youth products or by organizing face-to-face events
-enable students to create digital media products with relatively low investments of time and expertise.

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Audience and social justice: The importance of people of color telling own stories.Sharing their stories can empower others, challenge isolation and lead to organizing campaigns.

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Audience and social justice: The importance of people of color telling own stories.Sharing their stories can empower others, challenge isolation and lead to organizing campaigns.

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Howard Rheingold: Recognizes that young people begin with interests and concerns, but they do not naturally or automatically possess the motivations and skills necessary to influence public opinion and institutions. We need examples in which they advance educational or civic purposes.

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Howard Rheingold: Recognizes that young people begin with interests and concerns, but they do not naturally or automatically possess the motivations and skills necessary to influence public opinion and institutions. We need examples in which they advance educational or civic purposes.

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Students want: audiences who have deep respect for their work and who can participate in creating change.

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Students want: audiences who have deep respect for their work and who can participate in creating change.

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Example:  youth in GAP are encouraged to think about their audience from the beginning of their projects. At first, they want to reach everyone, but then they fine-tune their goals to be more realistic and to enhance their impact on their communities. They are less concerned with the number of viewers than with the kind of conversations that they provoke.

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Example:  youth in GAP are encouraged to think about their audience from the beginning of their projects. At first, they want to reach everyone, but then they fine-tune their goals to be more realistic and to enhance their impact on their communities. They are less concerned with the number of viewers than with the kind of conversations that they provoke.

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However, the technology is not enough; people must also want to create—and specifically to make products with public purposes—rather than use the Internet to get access to mass-produced culture. (Levine)

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However, the technology is not enough; people must also want to create—and specifically to make products with public purposes—rather than use the Internet to get access to mass-produced culture. (Levine)

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Democracy requires broad and diverse cultural creativity. (Peter Levine)

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Democracy requires broad and diverse cultural creativity. (Peter Levine)

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Future research? We are curious whether the ideas that emerged in this study, the explicit language patterns in how young people evaluate films and the identification of reportability and credibility as defined by expectations, apply to adult instructor audiences

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Future research? We are curious whether the ideas that emerged in this study, the explicit language patterns in how young people evaluate films and the identification of reportability and credibility as defined by expectations, apply to adult instructor audiences

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3. How well does it tell or show the story? Youth respondents evaluated howwell the narrative and genre were communicated using the tools of film asa communicative medium, what we termed ‘creative decisions’

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3. How well does it tell or show the story? Youth respondents evaluated howwell the narrative and genre were communicated using the tools of film asa communicative medium, what we termed ‘creative decisions’

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2. What is the story? Youth respondents evaluated the films based on whatthey thought the film was supposed to be about.

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2. What is the story? Youth respondents evaluated the films based on whatthey thought the film was supposed to be about.

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1. What is the film? Youth respondents evaluated the films based on the typeof film being made, such as documentary, experimental, and autobiographical.

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1. What is the film? Youth respondents evaluated the films based on the typeof film being made, such as documentary, experimental, and autobiographical.

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youth seemed to be following a consistent process in order to evaluate the films:

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youth seemed to be following a consistent process in order to evaluate the films:

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With deal breakers,
a creative decision or set of creative decisions seemed to defy expectations to
such an extent that youth judged the film itself as ‘bad’. The creative decision(s)
ruined the film no matter how good the story was.

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Youth thought something was "unwatchable, if it didn't meet the expectations of the genre or story

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Reading: 2.What Makes a Youth Produced Film good? The Youth Audience Perspective (Halverson, Gibbons, Copeland, Andrews, Llorens & Bass)

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Reading: 2.What Makes a Youth Produced Film good? The Youth Audience Perspective (Halverson, Gibbons, Copeland, Andrews, Llorens & Bass)

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There are various contexts in which people become the audience for youth produced media:

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There are various contexts in which people become the audience for youth produced media:

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community organizations, art shows, scholarly activities, school assignments, social events, fundraisers, etc...

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Whether from their experiences as filmmakers or as media consumers, youth seemed to create certain expectations of youth-produced films based on familiarity of genre and story, and they evaluated films based on whether those expectations were met

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youth focused their evaluations on identifying the films genre and content and on assessing how well he film makers’ creative decision fit with identifications of genre and content .

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How do youth evaluate the quality of youth-produced films?

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How do youth evaluate the quality of youth-produced films?

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1. Civic Life Online: Learning how digital media can engage youth.
(W. Lance Bennett)

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Questions:  What makes a youth-produced video watchable or unwatchable? 

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Questions:  What makes a youth-produced video watchable or unwatchable? 

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In what contexts do people become the audience for digital media produced by children and youth?