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Media Literacy and the Emerging Citizen is about enhancing engagement in a digital media culture and the models that educators, parents and policy makers can utilize to place media-savvy youth into positions of purpose, responsibility and power. Two specific challenges are at the core of this book’s argument that media literacy is the path toward more active and robust civic engagement in the 21st century: How can media literacy enable core competencies for value-driven, diverse and robust digital media use? How can media literacy enable a more civic-minded participatory culture? These challenges are great, but they need to be examined in their entirety if media literacy is to begin to address the opportunities they present for democracy, participation and discourse in a digital media age. By presenting information that places media literacy at the center of what it means to be an engaged citizen, educators and policy makers will understand why media literacy must be integrated into formal and informal education systems before it’s too late

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For more than a decade the "Muslim question" on integration and alleged extremism has vexed Europe, revealing cracks in long-held certainties about the role of religion in public life. Secular assumptions are being tested not only by the growing presence of Muslims but also by other fervent new arrivals such as Pentecostal Christians. London Youth, Religion, and Politics focuses on young adults of immigrant parents in two inner-city London areas: the East End and Brixton. It paints vivid portraits of dozens of young men and women met at local cafes, on park benches, and in council estate stairwells, and provides reason for a measured hope.In East End streets like Brick Lane, revivalist Islam has been generating more civic integration although this comes at a price that includes generational conflict and cultural amnesia. In Brixton, while the influence of Pentecostal and traditional churches can be limited to family and individual renewal, there are signs that this may be changing. This groundbreaking work offers insight into the lives of urban Muslim, Christian, and non-religious youth. In times when the politics of immigration and diversity are in flux, it offers a candid appraisal of multiculturalism in practice.

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Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less 1.01

Scholars and policymakers increasingly call for evidence-based, prevention-oriented, and community-driven approaches to improve public health and reduce youth crime, substance use, and related problems. However, few functional models exist. In Communities that Care, four leading experts on prevention describe one such system to illustrate how communities effectively engage in prevention activities. Communities That Care (CTC) is a coalition-based prevention system implemented successfully in dozens of communities across the world that promotes healthy development and reduces crime rates for youth. Drawing on literature from criminology, community psychology, and prevention science this book describes the conditions and actions necessary for effective community-based prevention. The authors illustrate how effective community-based prevention can be undertaken by describing how the CTC prevention system has been developed, implemented, evaluated, and disseminated across the U.S. and internationally. Communities that Care shares invaluable lessons about the implementation and evaluation of community-level interventions and establishes a set of best practices for anyone seeking to engage in and/or evaluate effective prevention efforts.

Scholars and policymakers increasingly call for evidence-based, prevention-oriented, and community-driven approaches to improve public health and reduce youth crime, substance use, and related problems. However, few functional models exist. In Communities that Care, four leading experts on prevention describe one such system to illustrate how communities effectively engage in prevention activities. Communities That Care (CTC) is a coalition-based prevention system implemented successfully in dozens of communities across the world that promotes healthy development and reduces crime rates for youth. Drawing on literature from criminology, community psychology, and prevention science this book describes the conditions and actions necessary for effective community-based prevention. The authors illustrate how effective community-based prevention can be undertaken by describing how the CTC prevention system has been developed, implemented, evaluated, and disseminated across the U.S. and internationally. Communities that Care shares invaluable lessons about the implementation and evaluation of community-level interventions and establishes a set of best practices for anyone seeking to engage in and/or evaluate effective prevention efforts.

Setting out a year-long curriculum based programme for education and youth professionals, this book provides a challenging and engaging workshop-based approach to developing school engagement and ambitions in young people aged 11-18. The programme, which is informed by CBT, helps professionals to understand barriers to young people's school engagement and learning. It outlines a case for a practical, well-rounded curriculum that readies students for life post-education through eight core themes, including 'believing in me', 'money matters' and 'business basics'. The second part of the book is a photocopiable manual for use in classroom settings, making this an essential, hands-on manual for nurturing young people's life skills.

Setting out a year-long curriculum based programme for education and youth professionals, this book provides a challenging and engaging workshop-based approach to developing school engagement and ambitions in young people aged 11-18. The programme, which is informed by CBT, helps professionals to understand barriers to young people's school engagement and learning. It outlines a case for a practical, well-rounded curriculum that readies students for life post-education through eight core themes, including 'believing in me', 'money matters' and 'business basics'. The second part of the book is a photocopiable manual for use in classroom settings, making this an essential, hands-on manual for nurturing young people's life skills.

In searching for answers as to why young people differ vastly from their parents and grandparents when it comes to turning out the vote, A New Engagement challenges the conventional wisdom that today's youth is plagued by a severe case of political apathy. In order to understand the current nature of citizen engagement, it is critical to separate political from civic engagement. Using the results from an original set of surveys and the authors' own primary research, they conclude that while older citizens participate by voting, young people engage by volunteering and being active in their communities.

With the advent of the digital age, research on the psychological impact of youth engagement with technology has surged. New technologies have often taken the blame for promoting negative (and potentially dangerous) youth experiences, such as cyber-bullying, sexual predation, privacy invasion, addiction to videogames, and exposure to violence. For many children and adolescents, however, digital media and technology provide positive ways to express identity, communicate with peers, and engage in civic activities across communities. Based on over a decade and a half of research, Designing Digital Experiences for Positive Youth Development aims to guide readers in the design of digital technologies to promote positive behaviors in children and teenagers. Highlighting the positive impact of new technologies in various domains across the developmental span, from early childhood to late adolescence, the book explores how young people are using technology today, how these experiences influence different age groups and domains, and how mastering technological literacy can lead to confidence, competence, and developmental growth. Following this exploration, the author presents her own theoretical framework (coined Positive Technological Development, or PTD) for designing and evaluating programs to support children and teenager's positive uses of technology. Each chapter is supplemented with vignettes describing, from a developmental perspective, the diverse experiences of today's youth with current technology. Case studies are then presented that illustrate how PTD has effectively informed the design of educational programs. Offering a fresh perspective that bridges digital media and youth development models, this book will be an important resource for educators, policy makers, mental health professionals, as well as researchers interested in child development, psychology and learning technologies.

In this groundbreaking book, Eric Toshalis explores student resistance through a variety of perspectives, arguing that oppositional behaviors can be not only instructive but productive. All too often treated as a matter of compliance, student resistance can also be understood as a form of engagement, as young people confront and negotiate new identities in the classroom environment. The focus of teachers’ efforts, Toshalis says, should not be about “managing” adolescents but about learning how to read their behavior and respond to it in developmentally productive, culturally responsive, and democratically enriching ways. Noting that the research literature is scattered across fields, Toshalis draws on four domains of inquiry: theoretical, psychological, political, and pedagogical. The result is a resource that can help teachers address this pervasive classroom challenge in ways that enhance student agency, motivation, engagement, and academic achievement. The coauthor ofUnderstanding Youth: Adolescent Development for Educators (Harvard Education Press, 2006), Toshalis blends accessible explanations of theory and research with vignettes of interactions among educators and students. In Make Me!, Toshalis helps teachers perceive possibility, rather than pathology, in student resistance.

The valuing of old clothes as “vintage” and the recollection of the sartorial past, whether through second-hand consumption or the wearing of new old-fashioned clothes, has become a widespread phenomenon. This book illuminates sartorial and bodily engagements with memory and time through the temporal and nostalgic potency of fashion, and what this means for contemporary wearers.Based on in-depth ethnographic research including participant observation and interviews with sixties enthusiasts in Germany, who relocate British mod style into the twenty-first century, Jenss examines the practices and experiences that are part of the sartorial remembering of “the sixties,” from hunting flea markets and eBay, to the affect of material and mediated memories on vintage wearers.Jenss offers unique insights into the fashioning of time, cultural memory, and modernity, tracing the history and current appeal of vintage in fashion and youth culture, and asking: what kind of experiences of temporality and memory are enacted through fashion? How have evaluations of second-hand clothes shifted in the twentieth century? Fashioning Memory provides a unique insight into the diverse use of fashion as a memory mode and asks how style is remembered, performed, transformed, and reinvested across time, place, and generation.

With the advent of the digital age, research on the psychological impact of youth engagement with technology has surged. New technologies have often taken the blame for promoting negative (and potentially dangerous) youth experiences, such as cyber-bullying, sexual predation, privacy invasion, addiction to videogames, and exposure to violence. For many children and adolescents, however, digital media and technology provide positive ways to express identity, communicate with peers, and engage in civic activities across communities. Based on over a decade and a half of research, Designing Digital Experiences for Positive Youth Development aims to guide readers in the design of digital technologies to promote positive behaviors in children and teenagers. Highlighting the positive impact of new technologies in various domains across the developmental span, from early childhood to late adolescence, the book explores how young people are using technology today, how these experiences influence different age groups and domains, and how mastering technological literacy can lead to confidence, competence, and developmental growth. Following this exploration, the author presents her own theoretical framework (coined Positive Technological Development, or PTD) for designing and evaluating programs to support children and teenager's positive uses of technology. Each chapter is supplemented with vignettes describing, from a developmental perspective, the diverse experiences of today's youth with current technology. Case studies are then presented that illustrate how PTD has effectively informed the design of educational programs. Offering a fresh perspective that bridges digital media and youth development models, this book will be an important resource for educators, policy makers, mental health professionals, as well as researchers interested in child development, psychology and learning technologies.

Wired Citizenship examines the evolving patterns of youth learning and activism in the Middle East and North Africa (MENA). In today’s digital age, in which formal schooling often competes with the peer-driven outlets provided by social media, youth all over the globe have forged new models of civic engagement, rewriting the script of what it means to live in a democratic society. As a result, state-society relationships have shifted―never more clearly than in the MENA region, where recent uprisings were spurred by the mobilization of tech-savvy and politicized youth. Combining original research with a thorough exploration of theories of democracy, communications, and critical pedagogy, this edited collection describes how youth are performing citizenship, innovating systems of learning, and re-imagining the practices of activism in the information age. Recent case studies illustrate the context-specific effects of these revolutionary new forms of learning and social engagement in the MENA region. 

The valuing of old clothes as “vintage” and the recollection of the sartorial past, whether through second-hand consumption or the wearing of new old-fashioned clothes, has become a widespread phenomenon. This book illuminates sartorial and bodily engagements with memory and time through the temporal and nostalgic potency of fashion, and what this means for contemporary wearers.Based on in-depth ethnographic research including participant observation and interviews with sixties enthusiasts in Germany, who relocate British mod style into the twenty-first century, Jenss examines the practices and experiences that are part of the sartorial remembering of “the sixties,” from hunting flea markets and eBay, to the affect of material and mediated memories on vintage wearers.Jenss offers unique insights into the fashioning of time, cultural memory, and modernity, tracing the history and current appeal of vintage in fashion and youth culture, and asking: what kind of experiences of temporality and memory are enacted through fashion? How have evaluations of second-hand clothes shifted in the twentieth century? Fashioning Memory provides a unique insight into the diverse use of fashion as a memory mode and asks how style is remembered, performed, transformed, and reinvested across time, place, and generation.

This sequel is filled with more creative assessment and treatment techniques for use in individual, group, and family settings. The book begins with a variety of engagement and assessment activities providing clinicians with strategies to build therapeutic rapport and diagnostic tools to assist in treatment planning. The remaining four chapters provide activities to help children and teens identify feeling states, cope with emotional difficulties, manage anger, strengthen interpersonal skills, and enhance self-esteem. There are also techniques to deal with challenging client behavior. Each activity is described within a framework that recommends age suitability, preferred treatment modality, and appropriate stage of treatment. Materials needed to complete the activity are outlined. Several activities include worksheets that may be reproduced for use with clients. The book includes detailed instructions for all activities and a discussion section that further clarifies application and process. Activities are geared to 4-16 year-olds. Mental health professionals and teachers will find this book invaluable.

In our schools, hip-hop culture is the dominant culture among the students. In Youth Culture Power: A #HipHopEd Guide to Building Teacher-Student Relationships and Increasing Student Engagement, Jason D. Rawls and John Robinson, educators and hip-hop artists with experience in the urban classrooms, focus their efforts through Hip-Hop Based Education (HHBE). They argue that hip-hop culture could be useful in building relationships and building student engagement. The approach to achieve this is Youth Culture Pedagogy (YCP). YCP is based in a foundation of reality pedagogy (Emdin, 2014), culturally responsive pedagogy (Ladson-Billings, 1995), and HHBE (Hill, 2009; Petchauer, 2009). In this volume, the authors lay the groundwork for YCP and how they envision its use within the classroom. In Youth Culture Power, the authors put forth their C.A.R.E. Model of youth pedagogy to help teachers create a positive learning environment by building relationships and lessons around students’ own culture. Instead of forcing students to give up the things they frequent, Rawls and Robinson feel teachers should discuss them and when possible, use them in lessons. The purpose of this book is to present a fresh take on why educators should not discount the culture of youth within the classroom.

This quick-start guide explains how to use inquiry to promote civic engagement in the school library makerspace and provides ready-to-use ideas for hands-on service projects.· Provides step-by-step instruction for service-driven, hands-on projects· Lists possible organizations to work with as well as a calendar of dates to facilitate programming · Provides detailed funding sources and makerspace set-up instructions· Offers advice for developing community partnerships

This quick-start guide explains how to use inquiry to promote civic engagement in the school library makerspace and provides ready-to-use ideas for hands-on service projects.· Provides step-by-step instruction for service-driven, hands-on projects· Lists possible organizations to work with as well as a calendar of dates to facilitate programming · Provides detailed funding sources and makerspace set-up instructions· Offers advice for developing community partnerships