![]() The affordances of digital technologies increase the available semiotic resources through which one may speak. Data suggest that the new practices of cultural appropriation are both reaffirming and challenging the age- old evaluative criteria. In this paper, we examine the self-reported attitudes of nearly 1,800 American adults and draw on the personal interviews with dozens of configurable music practitioners to discover what a new, and more appropriate, ethical discourse of configurability might look like. However, the cultural discourse about media practices are still mired in the ‘black and white’ ethics of the twentieth century media distribution, evidenced by ‘piracy’ and ‘theft’ debates. This shift has given rise to a host of new media practices and products, such as mash-ups, remixes, mods, and machinima. In recent years, ‘configurable’ technologies such as the Internet-connected PC, cheap and accessible media-editing software, and writeable media drives have enabled a profound shift in the agency of media consumers, opening up a vast grey area between traditional production and consumption. This collection will appeal not only to educators, but to anyone invested in better understandingand perhaps participating inthe significant shift towards everyday people producing their own digital media. Each chapter opens with an overview of a specific DIY media practice, includes a practical how-to tutorial section, and closes with suggested applications for classroom settings. Specific DIY media practices addressed in the chapters include machinima, anime music videos, digital photography, podcasting, and music remixing. As such, it is organized around three broad areas of digital media: moving media, still media, and audio media. ![]() This book is very much concerned with engaging students in do-it-yourself digitally mediated meaning-making practices. DIY Media addresses this issue head-on, and describes expansive and creative practices of digital literacy that are increasingly influential and popular in contexts beyond the school, and whose educational potential is not yet being tapped to any significant degree in classrooms. Schools remain notorious for co-opting digital technologies to business as usual approaches to teaching new literacies.
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