[ecrea] Young Filmmakers and Cultures of Digital Production - Special Issue of Nordic Journal of Digital Literacy published (open source)

The latest issue of Nordic Journal of Digital Literacy is a Special 
Issue about Cultures of Digital Production and Moving Images among Youth 
(http://www.idunn.no/ts/dk/2012/04):

INTRODUCTION (http://www.idunn.no/ts/dk/2012/04/introduction ) by 
Øystein Gilje, University of Oslo & Brit Svoen, Lillehammer University 
College (guest editors)


PEER-REVIEWED SESSION

Jo Sondre Moseng & Håvard Andreas Vibeto: DOUBLE ALLEGIANCE: DIGITAL 
NATIVES AS FILMMAKERS 
(http://www.idunn.no/ts/dk/2012/04/double_allegiance_digital_natives_as_filmmakers), 
Page 236-252.

ABSTRACT: This article is based on close examination of more than 300 
films screened at the Amandus film festival for young filmmakers, in the 
25 year period between 1987 and 2012. The aim of the article is to 
highlight some of the most striking developments in this data material - 
aesthetically as well as thematically. The overall argument is that the 
Amandus films display a double allegiance to commercial movies, both in 
terms of their semi-professional cinematic form and in terms of the 
themes and moral attitudes expressed.

Yvonne Fritze & Geir Haugsbakk: THE VOICE OF YOUTH - ON REFLEXIVITY IN 
YOUNG FILMMAKERS' FILMS 
(http://www.idunn.no/ts/dk/2012/04/the_voice_of_youth_-_on_reflexivity_in_young_filmmakers_fi). 
Page 253-269.

ABSTRACT: The subject of this article is the films nominated for the 
Amandus Festival after the turn of the century. It examines how young 
people present themselves in today's society and how this relates to 
distinctive trends in societal development. Our analysis builds on an 
interpretation of contemporary society as hypercomplex and characterised 
by choice and uncertainty, calling for a reflexive approach. This is 
what we have looked for in the films. Films of this kind thematise the 
way young people relate to this complexity and have a creative and 
conscious relation to genres, and are thus an expression of the voice of 
youth.


Alicia Blum-Ross: YOUTH FILMMAKING AND 'JUSTICE-ORIENTED CITIZENSHIP' 
(http://www.idunn.no/ts/dk/2012/04/youth_filmmaking_and_justice-oriented_citizenship). 
Page 270-283

ABSTRACT: Based on the ethnographic example of the Reelhood project, 
this article explores the different discourses of 'citizenship' that 
emerged within a youth filmmaking project for young British Muslims. 
Using Westheimer and Kahne’s distinction between the competing 
understandings of 'citizenship' that often inform educational 
interventions, I demonstrate how project funders and organizers proposed 
a different version of citizenship to that privileged by the young 
participants. Considering the particular technical, creative and social 
affordances of filmmaking, I examine whether these different visions 
were able to be reconciled.


Brit Svoen & Øystein Gilje: POLICY MAKING AND PRACTICES OF PRODUCTION 
ACROSS CONTEXTS OF LEARNING
(http://www.idunn.no/ts/dk/2012/04/policy_making_and_practices_of_production_across_contexts_o). 
Page 284-300

ABSTRACT: This article explores how policymaking relates to young 
people's ability to produce moving images in Norway by connecting the 
three domains authorities' incentives and policy-making, youth 
production practices and availability of production resources and 
contexts. First, we give an overview of how policymakers have 
facilitated formal and non-formal contexts for moving image production. 
Second, we provide a bottom-up perspective, aiming at understanding 
youth production practices over time in and out of school. By combining 
a top-down, policy-oriented perspective with a bottom-up 
practice-oriented perspective, we illustrate how filmmaking as a 
distinct culture of digital production has been constituted and 
elaborated in an era of transition from analogue to digital technologies.


PRACTICAL/NON-SCIENTIFIC SESSION

Felicia Krumholz & Beatriz Moreira de Azevedo Porto Gonçalves: 
PARTICIPATION AND LEARNING TRAJECTORIES ON THE RIO INT'L FILM FESTIVAL'S 
SECTION FOR CHILDREN AND YOUNG PEOPLE 
(http://www.idunn.no/ts/dk/2012/04/participation_and_learning_trajectories_on_the_rio_intl_fi). 
Page 302-314

ABSTRACT: This paper presents the Generation Program, a segment for 
children and teenagers at the Rio de Janeiro International Film Festival 
(Mostra Geração and Festival do Rio in Portuguese) in Brazil. The 
authors are members of the curatorial and production team and both 
belong to GRUPEM (Grupo de Pesquisa em Educação e Mídia) - the Education 
and Media Research Team linked to the Board of Education of the 
Pontifical Catholic University of Rio de Janeiro. The considerations 
produced by the research team contributed to the analysis of this 
experiment. This paper prioritizes aspects related to audiovisual 
production made for and by children and teenagers, but also includes 
some of the recent history of practices involving cinema, audiovisual 
material and education in Rio. It also considers some public policies 
that interfere with the development of audiovisual education with and 
for audiovisual languages.


Andrew Burn & Mark Reid: SCREENING LITERACY: REFLECTING ON MODELS OF 
FILM EDUCATION IN EUROPE 
(http://www.idunn.no/ts/dk/2012/04/screening_literacy_reflecting_on_models_of_film_education_). 
Page 314-323

ABSTRACT: This article, building on an extensive summary of the 
European-scale Experts' Study on film literacy in Europe 2012, draws 
attention to two different conceptions of film education: as an (a) 
entitlement for all, a social good (akin to the entitlement to universal 
literacy) and as (b) an instrumental means of developing film consumers, 
or audiences. Based upon a large survey of film education across 32 
European countries, the authors give the context of film literacy in 
Europe three perspectives: (1) The established practice of film 
educators across all sectors in the member states; (2) the wider 
arguments about film culture and its importance; and (3) the relation 
between film literacy and media literacy, especially in the context of 
the EC's media literacy initiative. We also reflect at the end on the 
relation between film education and the affordances, limitations and 
misconceptions surrounding digital technologies.


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