ABSTRACT

Scholarship on youth digital media literacy programs has focused on how adults practice restraint as a means of allowing young people to exercise agency in decision-making experiences. Yet youth also practice restraint, as we found in a digital storytelling program involving 16 early adolescents (ages 11–14) from economically precarious communities who worked with 18 adult mentors trained in discussing systemic and racial injustices in the context of trauma-informed practices. Building on a framework of critical youth studies, our ethnographic data reveals how youth deployed their own version of restraint that is simultaneously defensive and agentive. We argue that this is a form of empowerment that needs to be better understood in the contexts of actual practices of youth/adult media co-production, and in relation to support for the development of critical, participatory and collaborative, and expressive competencies (Mihailidis, P., and B. Thevenin. 2013. “Media Literacy as a Core Competency for Engaged Citizenship in Participatory Democracy.” American Behavioral Scientist 57 (11): 1611–1622). Restraint is thus presented as a strategy of empowerment that youth develop in relation to digital media literacy and youth voice, especially for young people from populations historically marginalized and frequently misunderstood in media and in public life.

摘要

青年数字媒体素养计划的奖学金侧重于成年人如何实施节制，以使年轻人在决策经验中发挥代理作用。然而，正如我们在一个数字叙事程序中发现的那样，青年也练习克制，涉及来自经济不稳定社区的16个早期青少年（11-14岁），他们与18名成年导师一起工作，他们接受过关于创伤知情的实践，讨论系统性和种族不公。基于重要的青年研究框架，我们的人种学数据揭示了青年如何运用自己的束缚方式，同时具有防御性和积极性。我们认为，这是一种赋权形式，需要在青年/成人媒体联合制作的实际做法的背景下，以及在支持发展关键，参与性，协作和表达能力方面得到更好的理解（Mihailidis ，P。和B. Thevenin。2013年，“媒体素养是参与式民主中公民敬业度的核心能力。”美国行为科学家57（11）：1611-1622）。因此，克制是一种赋权策略，使青年在数字媒体素养和青年声音方面得到发展，特别是针对那些在历史上被边缘化并在媒体和公共生活中经常被误解的人群中的年轻人。