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Transmedia Projects, Scholarly Habitus, and Critical Know-How in a British University in China

Lookup NU author(s): Dr Clifton EversORCiD


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‘Transmedial’ education programs are still in their infancy. What conceptual shifts they require to function and whether they aid in learning and teaching is still up for debate. This article explores employing a ‘transmedial project’ approach to assist students to become participants in and creators of knowledge within the cultural milieu that is the context of a British University situated in China. Transmedial Projects are inspired by Transmedia Storytelling, which media scholar Henry Jenkins defines as ‘the unfolding of stories across multiple media platforms, with each medium making distinctive contributions to our understanding of the world’ (2006: 293). The emphasis in this article is not on evaluation, but on conceptual and formative factors. We primarily interrogate group discussions among teaching staff, which draw on participant observation notes (of which there have been five staff over a two-year period: 2014 to 2016). Student Evaluation of Modules (SEM) and Student Evaluation of Teaching (SET) commentary also inform the discussion, as do two focus groups with students. The culturally-specific ‘scholarly habitus’ and move to working on ‘critical know-how’ are conceptual starting points that inform the transmedia approach employed. We also consider issues and benefits. For example, while some students ‘reverse-engineered’ projects to fit taught theories and perpetuate a tradition of teacher-led training there was also the emergence of what we argue to be a beneficial autonomous learning accomplished by thinking through making.

Publication metadata

Author(s): Fleming DH, Brown M, Gilardi F, Evers C

Publication type: Article

Publication status: Published

Journal: International Journal of Transmedia Literacy

Year: 2017

Volume: 3

Pages: 45-68

Online publication date: 01/12/2017

Acceptance date: 16/08/2017

ISSN (print): 2465-227X

ISSN (electronic): 2465-2261

Publisher: LED Edizioni Universitarie


DOI: 10.7358/ijtl-2017-003-gila


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