Search

In the contemporary media landscape in China, short video platforms (SVP) have emerged as significant news sources, especially among young audiences. Anchored in an understanding of news literacy as situated knowledge, this study investigates how Chinese youth (aged 13–18) perceive and engage with news content on these platforms. Based on qualitative interviews with 30 middle and high school students across five provinces in China, we found that 1) participants wanted short video news to be objective and straightforward, and felt that the affordances of short video platforms detract from these values; 2) they reported using news literacy skills when consuming short video news, but the strategies they shared were problematic; and 3) they were reluctant to engage with news content online and preferred to discuss it offline with people they trust. This study sheds light on the complex and often contradictory news consumption engagement and practices among Chinese youth on SVPs.

ABSTRACTIn this article, we suggest that we are witnessing a challenge to the hegemony of text-based knowledge in academic scholarship, brought about by newly available modes of expression, and a cultural shift in our notions of reading and writing, authorship, and networked knowledge production. The central question we address here concerns the implications of widening our ideas of acceptable forms of inquiry, analysis and representation in academic scholarship. As a collective of scholar-practitioners exploring new modes of expression and working both within and outside the formal structures of academia, we argue for the increasing significance of multimodal research in the contemporary context of academic inquiry. By more equitably valuing different ways of thinking, knowing and communicating, multimodal research can facilitate wider and more diverse participation in the production of knowledge, offer a more nuanced and ethical mode of inquiry, emphasize different ways of knowing and connecting, and make scholarship more broadly accessible beyond academic contexts. Here, we analyze the key opportunities facilitated by multimodal inquiry, as well as the obstacles that stand in the way of a wider adoption of this type of research in higher education.

This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school.

The proliferation of massive open online courses (MOOCs) has stirred a fervent debate about global access to higher education. While some commentators praise MOOCs for expanding educational opportunities in a more open and accessible fashion, others criticize this trend as a threat to current models of higher education and a low-quality substitute for traditional learning. Drawing on a comprehensive literature review of both academic and popular media sources, this article will explore the impact of MOOCs on the field of higher education, with a particular emphasis on their promise to enhance educational opportunities worldwide. Specifically, the analysis will focus on the four issues that have – so far – proven to be most significant in shaping the future of MOOC as an equalizing force in higher education: credit, pedagogy, internationalization, and, finally, legal and financial aspects.

By analyzing the contests that appeared in Popular Science Monthly from 1918 to 1938, this article discusses the rhetoric of public engagement with technological innovation, and the magazine’s construction of a readership community. A close analysis of these contests reveals a burgeoning participatory culture within the context of the popularization of science and technology in the mass-circulation press of early twentieth-century America. Significantly, the contests frame their public as an active participant in the development of science and technology, in sharp contrast to the passive, diffusionist model of science popularization that dominated the interwar period in the United States.