| Figures | ||
| 2.1 | Cruces Creatives’ woodshop. These images show reclaimed lumber being used to build work stations and shelving for the nascent makerspace. | 36 |
| 4.1 | Features of Inclusive Media Education (IME). | 68 |
| 4.2 | Tree of ideas. | 73 |
| 4.3 | A photoshopped picture made by a young girl with social difficulties. She imagined herself as Batgirl in her world (i.e. to have courage to be amid social situations). For the exhibition, the picture was printed on a black T-shirt. | 76 |
| 4.4 | A photo created by a migrant girl who had arrived from Africa some months before the first workshop. She was a content person, yet had limited language skills. She felt like a penguin in Finland, possibly in many ways. The photograph was originally printed on a black T-shirt. | 77 |
| 8.1 | Biographical information. | 143 |
| 8.2 | Example of advertisement based on social segmentation. | 144 |
| 8.3 | Example of advertisement based on social segmentation. | 144 |
| 8.4 | Image of search history. | 145 |
| 8.5 | Example of segmentation based on user behavior. | 146 |
| 8.6 | Image of the user’s profile. | 146 |
| 8.7 | Advertisement based on geographical segmentation. | 147 |
| 8.8 | Example of a viral marketing campaign with the message “challenge accepted.” | 148 |
| 8.9 | McDonald’s survey on Facebook. | 149 |
| 8.10 | Unlabelled image of a Fanta advertisement. | 150 |
| 8.11 | Sexist Fanta advertisement. | 151 |
| 8.12 | Personalization options in Habbo Hotel. | 152 |
| 8.13 | Advertising campaign aimed at encouraging participation. | 153 |
| 11.1 | Aman’s post on water usage during Holi Festival. | 206 |
| 11.2 | Example of engagement through discussion in a comment thread. | 207 |
| 13.1 | Example of a Media Use survey question and a computer programming confidence question. | 250 |
| 13.2 | Classroom set up and kids working on game design and game programming. | 252 |
| 13.3 | Attitudes to computer use and computer programming by gender. | 253 |
| 13.4 | Attitudes towards computer programming instruction pre and post-test results by gender. | 255 |
| 13.5 | Boy and girl youth media use personas. | 258 |
| 14.1 | Emma. | 275 |
| 14.2 | Edgar. | 275 |
| 14.3 | Raúl. | 276 |
| 14.4 | Slay. | 276 |
| 14.5 | Dr. Fallacious. | 277 |
| Tables | ||
| 8.1 | Dimensions of analysis. | 154 |
| 11.1 | Youth respondents referenced in this chapter. | 203 |
| 17.1 | Comparing Wikilearning and School Learning (Suoranta & Vadén, 2012, p. 105; cf. Resnick 1987). | 330 |
Figures and Tables
In: Education for Democracy 2.0
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Michael Hoechsmann
Michael Hoechsmann
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Gina Thésée
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Paul R. Carr
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