Jessica+Rudy+and+Christin+Racioppi's+First+Exposition+Paper

> Today’s youth are living in a world of technology where they are “always-connected” to their peers through various forms of media to stay informed and updated. Many grew up surrounded by digital technology and were able to utilize available new media. Youth have become proficient using this technology, which in turn, have begun to facilitate their social lives and represent their identities. Many are involved in a participatory culture, meaning that they are actively contributing by sharing information and media, editing it, collaborating with others, viewing their work, and providing feedback.

> A participatory culture is a culture in which the public does not act as only consumers of information, but are also contributors or producers (Wikipedia, 2009). Recent advances in digital technology have increased the likelihood that the public will offer new values of expertise in the field of new literacies, digital media, and educational technology. This increasing aspect of digital technology has offered people the chance to play an integral part in the expansion of participatory culture. Through active involvement in this participatory culture, people can produce collaborative works, generate news and ideas, foster creative works, and offer a chance to connect with others who share similar goals or interests.

> Henry Jenkins (2006) defines a participatory culture as “one with strong support for creating and sharing one’s work with others, with some type of informal mentorship whereby what is known by the most experienced is passed along to novices, where members believe that their contributions matter, and where members feel some degree of social connection with one another” (Jenkins, 2006, p.7). In a participatory culture, not every member must participate, but when they do participate, their ideas and expressions that they have contributed are valued. With the presence of digital technology taking precedence over peoples’ lives, many have formed groups that have aligned with their culture, their interests, their values, their ways of thinking, and so on. The ease of using this digital technology has made it even more popular to participate in this new “digital” participatory culture.

> In and out of school participation in digital technology has enabled young people to engage in a participatory culture that reflects ideas, values, and beliefs for them. As students develop the “technological expertise” of engaging in digital technology, it makes it possible for them to absorb and respond to this abundance of new information that is being imparted to them. As a result, they will have the opportunity to share their new approaches and ideas of the use of digital technology, where it thrives in a collaborative and participatory nature.

> James Paul Gee (2004) describes affinity spaces as “…specifically designed spaces (physical and virtual) constructed to resource people who are tied together…by a shared interest or endeavor…” (as cited in Lankshear & Knobel, 2006, p.82). Affinity spaces offer powerful opportunities for participatory learning. Affinity spaces allow people to engage within a social space where they can share and gain knowledge that is distributed and dispersed among different people, across many locations, and in different forms. Through involvement with affinity spaces, people can participate in various ways in relation to their skills and interest. Affinity spaces depend upon active participation through peer-to-peer sharing and teaching of information which is enhanced by the acquisition of new knowledge and refining of skills through each collaborative and participatory share.

> With the development of widespread technological advances, many people have found a “place” within society and are joining networked spaces that foster a collective intelligence, whereby novices become involved in a shared space, knowledge, and/or activity to become experienced members in a community (Lave & Wenger, 1991). Sites such as //Flickr//, //Facebook//, //MySpace//, //YouTube//, //Fan Fiction//, and so on, foster this sharing and distribution of expertise. Rebecca W. Black (as cited in Knobel & Lankshear, 2007) uses the example of an English Language Learner, Tanaka Nanako, participating in Fanfiction.net. Nanako uses her space in this network to review and post fan fiction texts. Nanako has joined a network space, where she interacts and participates with other members for Fan Fiction who share the same interests as her. On this site, she and many other members can comment on each other’s posted fictional stories, and write a constructive response that focuses on peer-to-peer information sharing and imparted knowledge and expertise. Nanako relies on fellow community members in this networked space to impart their knowledge of English in helping with her grammar and writing skills. Nanako uses this constructive feedback to improve upon and develop literary skills in her fictional texts. This form of peer feedback, as well as having knowledge of what a fan fiction text is composed of allows readers to “…display forms of expertise and to practice and share specialist forms of language” (as cited in Knobel & Lankshear, 2007, p.134). Thus, members of this community engage in a type of social practice that can only thrive with the participation of each member, thereby valuing their level of expertise, their taking of an old skill and sharpening it, and using a specific language that implies a shared knowledge.

> Distributed expertise is enhanced through a participatory culture. People who are involved in an affinity space will engage in a peer-to-peer exchange of information that will only enhance the information that is being transferred and retained. Networks such as blogs, wikis, fan sites, and so on provide communication tools where people become “involved” in their participatory acts. Julia Davies and Guy Merchant express that academic blogging can, for example, extend a social network and contribute to an online, emerging community of people who are highly engaged in the exchange of information (as cited in Knobel & Lankshear, 2007). In the classroom setting, blogs can provide a new way of meaning-making and “…they can change the ways in which we write and communicate, how we interact and who we interact with” (as cited in Knobel & Lankshear, 2007, p. 170). Pillay and McCrindle (2005) noted the term, “reciprocal influence” as the central aspect in the expert reasoning process. Depending upon whether one is engaged in a professional or casual networked space, people will become involved in a “you give me something and I give you something” type of socialization. In the case of blogs, for example, people are giving information that they know about a certain topic, knowing that they will get an answer or more supplemental information for their topic in question. The distribution of knowledge is a never-ending cycle. People who post pictures to Flickr or to any networked space that allows the sharing of photos are participating in an interest that intrigues them to “look” for comments and feedback from fellow friends who are involved in the community as well. This seeking of commentary is essential to continuing the cycle of distributed knowledge.

> Knowledge of a participatory culture has contributed to the rethinking of literacy teaching. With the increasing amount of technology and media that students are exposed to, it is essential for them to develop skills in different areas that will enhance their understanding and learning of what new literacies are. By partaking in a participatory culture and by receiving and providing feedback, they are providing “support systems” (Jenkins, 2006) for each other, while improving their literacy skills. They must develop these skills in order to fully participate.

> Traditional literacy is changing to reflect the advancement of technology and media in society. Youth need to incorporate traditional literacy skills with new skills to expand their knowledge. As Henry Jenkins (2006) explains, students need research and technical skills. They need to find information, grasp the meaning, assess its validity, and so on. With the increasing presence of digital and media tools, students need to understand how to work with these technological tools and programs. These skills are essential for navigation in online workspaces. With an understanding of these skills, students have the opportunity to use them in online environments that favor participation and discussion. Participating in online environments affords them the opportunity to receive feedback and communicate with a larger audience that will offer different perspectives, and the chance for a richer and more effective reading and writing experience (Jenkins, 2006, pp. 19-20).

> Media is a participatory culture, meaning that everyone is given the opportunity to view and provide their own feedback as they wish. With all of the media out there, students must acquire a basic understanding of the way that media presents issues that occur in the world. Giving students the opportunity of interacting with these larger learning communities, develops their identities and social practices. Introducing new media skills into the classroom allows students to apply and connect the skills learned. They are not passively receiving information, but are actively using it.

>>>>>>> References

Black, R. W. (2007). Digital Design: English Language Learners and Reader Reviews in Online > Fiction. In M. Knobel & C. Lankshear (Eds.) A New Literacies Sampler. (p. 115-136). New York: Peter Lang.

Davies, J. & Merchant, G. (2007). Looking from the Inside Out: Academic Blogging as New > Literacy. In M. Knobel & C. Lankshear (Eds.) A New Literacies Sampler. (pp. 167-198). New York: Peter Lang.

Gee, J.P. (2004). Situated Language and Learning: A Critique of Traditional Schooling. In C. > Lankshear & M. Knobel (2006). New Literacies: Everyday Practices & Classroom Learning (second edition). Maidenhead and New York: Open University Press and McGraw-Hill.

Jenkins, H. with R. Purushotma, K. Clinton, M. Weigel, & A. Robison (2006). Confronting the > Challenges of Participatory Culture: Media Education for the 21st Century. Boston: The > MacArthur Foundation.

Lave, J. & Wengel, E. (1991). Situated Learning: Legitimate Peripheral Participation. New > York: Cambridge University Press.

Participatory Culture. In Wikipedia, The Free Encyclopedia. Retrieved May 16, 2010, from > http://en.wikipedia.org/wiki/Participatory_culture.

Pillay, H. & McCrindle A. R. (2005). Distributed and Relative Nature of Professional Expertise. > Studies in Continuing Education, 27 (1), 67-88.