Digital Media Production of Refugee-Background Youth: A Scoping Review
Abstract
:1. Introduction
1.1. Educational Affordances of Digital Media Production
1.2. Refugee-Background Youth
1.3. Media Production in the Education of Refugee-Background Youth
2. Theoretical Perspectives
3. Methods
4. Findings and Discussion
4.1. Characteristics of Studies and Participants
4.2. Ownership of Representations Across Time and Space
4.3. Expanding, Strengthening, or Maintaining Social Networks
4.4. Identity Work
4.5. Visibility and Engagement with Audiences
4.6. Communication and Embodied Learning through Multimodal Literacies
5. Recommendations for Future Research
6. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
(1) Identifying the research question |
What are the key findings across peer-reviewed articles pertaining to the affordances of digital media production by refugee-background youth? |
(2) Identifying relevant studies |
Searches in electronic databases were conducted on October 19th, 2019 for peer-reviewed journal articles published during or before 2019, followed by another search in all the collected studies’ reference lists. |
Following are the databases along with the number of results in each search: ERIC (61), ProQuest (236; searched anywhere except full text), Education Source (91), PsychINFO (192), and Academic Search Premier (170). |
Some keywords were guided by this study’s multiliteracies, sociocultural theoretical approach to literacy; those are marked in bold below. The following search terms were used: |
(“participatory media” OR “participatory video” OR “participatory” OR “digital media” OR “digital storytelling” OR “digital stories” OR “media” OR “digital” OR “music” OR “audio” OR “video technology” OR “animation” OR “media production” OR “multimodal composition” OR “multiple literacies” OR “learning modalities” OR “photography” OR “filmmaking” OR “multimedia instruction” OR “multimedia materials” OR “technology uses in education” OR “multimodal literacy” OR “multimodal literacies” OR “digital literacy” OR “multiliteracies” OR “multimodality” OR “media literacy” OR “multimedia” OR “video” OR “graphic novel” OR “PowerPoint” OR “hypermedia” OR “visual” OR “video game” OR “game” OR “Photoshop”) AND (“refugee” OR “refugee background” OR “refugee-background” OR “asylum” OR “asylum seeker” OR “asylum-seeker” OR “displaced”) AND (“young people” OR “young person” OR “youth” OR “adolescent”) |
An additional search in Google Scholar was conducted using the term “(refugee OR asylum) AND youth” in titles, which resulted in 490 hits. |
Additional manual searches in articles’ reference lists were conducted to find articles that the search terms did not reveal. |
(3) Study selection |
The process of article selection began with reviewing all the titles of results from database searches. In some cases, abstracts were also read, if relevance could not be determined from the title. The final selection of articles consisted of reading the full texts of 52 articles imported into ATLAS.ti 8. |
Fifty-two articles were imported into Zotero reference manager and from there to ATLAS.ti 8. |
A further review of articles (including their reference lists) resulted in a final selection of 42 articles to be included in the review. |
The individual studies’ theoretical frameworks did not play a role in their selection. |
Selection was based on the following inclusion and exclusion criteria: (1) Participants had to include youth, ranging broadly from ages 10 to 20 (see Section 1.2 for the rationale). Some studies that fit this requirement, i.e., involved participants ranging from age 10 to 20, also included young adults between the ages of 21–30; as those few studies were still predominantly about youth in the 10–20 age range, they were not excluded. The same applied to the few studies mentioned in Section 4.1 that included some participants aged below 10, but were still predominantly about youth in the 10–20 age range. (2) Active digital production by refugee-background youth had to be a non-marginal part of the study in order to address the research question of this review, thereby excluding articles such as Mendenhall et al. (2017) and Sirriyeh (2010). Studies needed to explore production in more than the linguistic mode, thereby excluding, for example, Kennedy et al. (2019). (3) Photography was included whether it was digital or film. The research question does not narrowly address photography, but many studies utilized this medium (see Table 1) before digital photography became ubiquitous as it is today. This necessitated a choice to include or exclude film photography. As the differences between digital and film photography are marginal for the purpose of this study, it was decided to include both and to explicitly mention this choice in the selection criteria. (4) Participants had to be first-generation displaced youth or youth residing in refugee camps. (5) Studies in art-therapy were excluded due to the therapeutic focus of the field (this would arguably necessitate a separate review with separate theoretical lenses). (6) Also, studies that did not have a specific focus on refugee-background youth, but rather English Language Learners (ELLs) in general, were excluded (e.g., Smythe and Neufeld 2010). |
(4) Charting the data |
Descriptive information was collected on each article and categorized in ATLAS.ti 8 through manual coding of texts in each article. |
Examples of descriptive codes in ATLAS.ti used to chart the data: “participants” (“number of participants”, “age”, “gender”, “educational backgrounds”, “legal status”, “time in research context”, “language repertoires”, “countries of origin”), “methodology type”, “analysis procedures”, “data types”, “study context”, “country of study”, “type of digital media production”. |
(5) Collating, summarizing and reporting the results |
Inductive thematic analysis (Braun and Clarke 2006) was conducted in ATLAS.ti 8. Analysis was predominantly inductive, i.e., it did not begin by applying theoretical concepts and their relationships to the data, but those were rather identified at a later stage to interpret emerging descriptive patterns collected in codes and their intersections. Analysis was directed toward identifying themes, i.e., patterns of meaning in the data that are broader, more abstract and/or theoretical than descriptive codes, relevant to the research question, and fairly pervasive in the data (Braun and Clarke 2012). |
Stages of the thematic analysis: (1) Initial bottom-up and descriptive codes were generated to collect relevant quotes of findings from the articles. Quotes were re-read and re-sorted among the codes in multiple rounds of coding that included revising the definitions of codes, until the codes reflected the five themes reported in the findings and discussion section. For example, the theme “ownership of representations across time and space” was generated from the codes: “youth spacial representations” (spaces, people, and practices that youth recorded), “youth representations of times” (past, present, or future moments of significance to them), “mundane representations” (representations of day-to-day life), and “difficult representations” (representations of difficult experiences, such as abuse, family loss, or bereavement). (2) At a later stage, concept maps (networks in ATLAS.ti) were created to visually organize themes and their constituent codes in relation to the theoretical perspectives. (3) While drafting the findings section, repeated queries in ATLAS.ti 8 were run, exploring how themes were discussed in the different articles and identifying particularly useful quotes. Filters were used in subsequent queries to highlight quotes that were coded as rich quotes (i.e., quotes that were especially articulate). (4) Every analytic stage of the process involved reflective writing, be it in comments on codes (where definitions of codes and ideas for potential themes were noted), or running memos (e.g., the research journal memo, where the process of conducting each stage of the review was recorded, including the development of themes). A crucial memo was written at a later phase to explore how the themes could be understood through the theoretical perspectives. |
Trustworthiness and validity-related questions were integral to the continuous analytic and reflective writing and were used to consistently interrogate emerging inferences: How might inferences be wrong? What are some possible alternative explanations, and how can those be addressed? How are different studies supporting or challenging the inferences made? (Maxwell 2012). Those questions were addressed by (1) looking for disconfirming evidence, rival explanations, and outliers, and (2) checking for representativeness of patterns across studies (Miles et al. 2020). |
References
- Appadurai, Arjun. 1996. Modernity at Large: Cultural Dimensions of Globalization. Minneapolis: University of Minnesota Press. [Google Scholar]
- Arksey, Hilary, and Lisa O’Malley. 2005. Scoping Studies: Towards a Methodological Framework. International Journal of Social Research Methodology 8: 19–32. [Google Scholar] [CrossRef] [Green Version]
- Asthana, Sanjay. 2017. Youth, Self, Other: A Study of Ibdaa’s Digital Media Practices in the West Bank, Palestine. International Journal of Cultural Studies 20: 100–17, *. [Google Scholar] [CrossRef]
- Aufderheide, Patricia. 1993. Media Literacy: A Report of the National Leadership Conference on Media Literacy. Washington: Aspen Institute. [Google Scholar]
- Barley, Ruth, and Lisa Russell. 2019. Participatory Visual Methods: Exploring Young People’s Identities, Hopes and Feelings. Ethnography and Education 14: 223–41, *. [Google Scholar] [CrossRef]
- Baú, Valentina. 2017. Art, Development and Peace Working with Adolescents Living in Internally Displaced People’s Camps in Mindanao. Journal of International Development 29: 948–60, *. [Google Scholar] [CrossRef]
- Berman, Helene, Marilyn Ford-Gilboe, Beth Moutrey, and Saira Cekic. 2001. Portraits of Pain and Promise: A Photographic Study of Bosnian Youth. CJNR: Canadian Journal of Nursing Research 32: 21–41, *. [Google Scholar]
- Bigelow, Martha, Jenifer Vanek, Kendall King, and Nimo Abdi. 2017. Literacy as Social (Media) Practice: Refugee Youth and Native Language Literacy at School. International Journal of Intercultural Relations 60: 183–97, *. [Google Scholar] [CrossRef]
- Blum-Ross, Alicia. 2012. Youth Filmmaking and ‘Justice-Oriented Citizenship’. Nordic Journal of Digital Literacy 7: 270–83. [Google Scholar]
- Blum-Ross, Alicia. 2015. Filmmakers/Educators/Facilitators? Understanding the Role of Adult Intermediaries in Youth Media Production in the UK and the USA. Journal of Children and Media 9: 308–24. [Google Scholar] [CrossRef] [Green Version]
- Botfield, Jessica Rose, Christy E. Newman, Caroline Lenette, Kath Albury, and Anthony B. Zwi. 2018. Using Digital Storytelling to Promote the Sexual Health and Well-Being of Migrant and Refugee Young People: A Scoping Review. Health Education Journal 77: 735–48. [Google Scholar] [CrossRef]
- Braun, Virginia, and Victoria Clarke. 2006. Using Thematic Analysis in Psychology. Qualitative Research in Psychology 3: 77–101. [Google Scholar] [CrossRef] [Green Version]
- Braun, Virginia, and Victoria Clarke. 2012. Thematic analysis. In APA Handbooks in Psychology®. APA Handbook of Research Methods in Psychology, Vol. 2. Research Designs: Quantitative, Qualitative, Neuropsychological, and Biological. Edited by Harris Cooper, Paul M. Camic, Debra L. Long, A. T. Panter, David Rindskopf and Kenneth J. Sher. Washington, DC: American Psychological Association, pp. 57–71. [Google Scholar]
- Brown, Clara Lee, Robin Schell, and Mei Ni. 2019. Powerful Participatory Literacy for English Learners. Journal of Adolescent & Adult Literacy 62: 369–78. [Google Scholar] [CrossRef]
- Campano, Gerald. 2007. Immigrant Students and Literacy: Reading, Writing, and Remembering. New York: Teachers College Press. [Google Scholar]
- Campano, Gerald, and David Low. 2011. Multimodality and Immigrant Children. Contemporary Issues in Early Childhood 12: 381–84. [Google Scholar] [CrossRef]
- Chávez, Vivian, and Elisabeth Soep. 2005. Youth Radio and the Pedagogy of Collegiality. Harvard Educational Review 75: 409–34. [Google Scholar] [CrossRef]
- Cummins, Jim. 2000. Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. [Google Scholar]
- Darvin, Ron, and Bonny Norton. 2014. Transnational Identity and Migrant Language Learners: The Promise of Digital Storytelling. Education Matters: The Journal of Teaching and Learning 2: 55–66. [Google Scholar]
- Dattatreyan, Ethiraj Gabriel. 2015. Waiting Subjects: Social Media-Inspired Self-Portraits as Gallery Exhibition in Delhi, India. Visual Anthropology Review 31: 134–46, *. [Google Scholar] [CrossRef]
- De Leeuw, Sonja, and Ingegerd Rydin. 2007. Migrant Children’s Digital Stories. European Journal of Cultural Studies 10: 447–464, *. [Google Scholar] [CrossRef]
- Diminescu, Dana. 2008. The Connected Migrant: An Epistemological Manifesto. Social Science Information 47: 565–79. [Google Scholar] [CrossRef]
- Donald, Stephanie Hemelryk. 2019. Follow the Yellow Brick Road: The Passeur, the Gatekeeper and the Young Migrant Film-Maker. Film Education Journal 2: 48–61, *. [Google Scholar] [CrossRef]
- Due, Clemence, Damien W. Riggs, and Martha Augoustinos. 2016. Experiences of School Belonging for Young Children with Refugee Backgrounds. Educational & Developmental Psychologist 33: 33–53, *. [Google Scholar] [CrossRef] [Green Version]
- Duff, Patricia A. 2015. Transnationalism, Multilingualism, and Identity. Annual Review of Applied Linguistics 35: 57–80. [Google Scholar] [CrossRef]
- Emert, Toby. 2013. ‘The Transpoemations Project’: Digital Storytelling, Contemporary Poetry, and Refugee Boys. Intercultural Education 24: 355–65, *. [Google Scholar] [CrossRef]
- Emert, Toby. 2014a. “Hear a Story, Tell a Story, Teach a Story”: Digital Narratives and Refugee Middle Schoolers. Voices from the Middle 21: 33, *. [Google Scholar]
- Emert, Toby. 2014b. Interactive Digital Storytelling with Refugee Children. Language Arts 91: 401–15, *. [Google Scholar]
- Fairey, Tiffany. 2018. Whose Photo? Whose Voice? Who Listens? “Giving,” Silencing and Listening to Voice in Participatory Visual Projects. Visual Studies 33: 111–26, *. [Google Scholar] [CrossRef]
- Furlong, Andy. 2013. Youth Studies: An Introduction. New York: Routledge. [Google Scholar]
- Gifford, Sandra, and Raelene Wilding. 2013. Digital Escapes? ICTs, Settlement and Belonging among Karen Youth in Melbourne, Australia. Journal of Refugee Studies 26: 558–75, *. [Google Scholar] [CrossRef]
- Gilhooly, Daniel, and Eunbae Lee. 2014. The Role of Digital Literacy Practices on Refugee Resettlement: The Case of Three Karen Brothers. Journal of Adolescent & Adult Literacy 57: 387–96, *. [Google Scholar] [CrossRef]
- Green, Eric, and Bret Kloos. 2009. Facilitating Youth Participation in a Context of Forced Migration: A Photovoice Project in Northern Uganda. Journal of Refugee Studies 22: 460–482, *. [Google Scholar] [CrossRef]
- Guerrero, Alba Lucy, and Tessa Tinkler. 2010. Refugee and Displaced Youth Negotiating Imagined and Lived Identities in a Photography-Based Educational Project in the United States and Colombia. Anthropology & Education Quarterly 41: 55–74, *. [Google Scholar] [CrossRef]
- Gunderson, Lee. 2007. English-Only Instruction and Immigrant Students in Secondary Schools: A Critical Examination. Mahwah: Laurence Erlbaum Associates. [Google Scholar]
- Harris, Anne. 2011. Minding the Gap: Places of Possibility in Intercultural Classrooms. Intercultural Education 22: 217–222, *. [Google Scholar] [CrossRef]
- Hepple, Erika, Margaret Sockhill, Ashley Tan, and Jennifer Alford. 2014. Multiliteracies Pedagogy: Creating Claymations with Adolescent, Post-Beginner English Language Learners. Journal of Adolescent & Adult Literacy 58: 219–29, *. [Google Scholar] [CrossRef] [Green Version]
- Jang, Eun-Young, and Shin Ji Kang. 2019. Becoming Me in Third Space: Media Education for North Korean Refugee Youths in South Korea. Journal of Adolescent & Adult Literacy 63: 83–91, *. [Google Scholar] [CrossRef] [Green Version]
- Jewitt, Carey. 2008. Multimodality and Literacy in School Classrooms. Review of Research in Education 32: 241–67. [Google Scholar] [CrossRef]
- Jiang, Lianjiang. 2018. Digital Multimodal Composing and Investment Change in Learners’ Writing in English as a Foreign Language. Journal of Second Language Writing 40: 60–72. [Google Scholar] [CrossRef]
- Johnson, Lauren, and Maureen Kendrick. 2017. “Impossible Is Nothing”: Expressing Difficult Knowledge through Digital Storytelling. Journal of Adolescent and Adult Literacy 60: 667–75, *. [Google Scholar] [CrossRef]
- Johnson, Mark. 2018. The Aesthetics of Meaning and Thought: The Bodily Roots of Philosophy, Science, Morality, and Art. Chicago: University of Chicago Press. [Google Scholar]
- Karam, Fares J. 2018. Language and Identity Construction: The Case of a Refugee Digital Bricoleur. Journal of Adolescent & Adult Literacy 61: 511–21, *. [Google Scholar] [CrossRef]
- Kennedy, Laura M., Rae L. Oviatt, and Peter I. De Costa. 2019. Refugee Youth’s Identity Expressions and Multimodal Literacy Practices in a Third Space. Journal of Research in Childhood Education 33: 56–70. [Google Scholar] [CrossRef]
- Kim, Min Ah, Jun Sung Hong, Miyoung Ra, and Kihyun Kim. 2015. Understanding Social Exclusion and Psychosocial Adjustment of North Korean Adolescents and Young Adult Refugees in South Korea through Photovoice. Qualitative Social Work: Research and Practice 14: 820–41, *. [Google Scholar] [CrossRef]
- Lam, Wan Shun Eva, and Doris S. Warriner. 2012. Transnationalism and Literacy: Investigating the Mobility of People, Languages, Texts, and Practices in Contexts of Migration. Reading Research Quarterly 47: 191–215. [Google Scholar] [CrossRef]
- Lems, Annika, Sandra Gifford, and Raelene Wilding. 2016. New Myths of OZ: The Australian Beach and the Negotiation of National Belonging by Refugee Background Youth. Continuum: Journal of Media & Cultural Studies 30: 32–44, *. [Google Scholar] [CrossRef]
- Leurs, Koen. 2017. Communication Rights from the Margins: Politicising Young Refugees’ Smartphone Pocket Archives: International Journal for Mass Communication Studies. The International Communication Gazette 79: 674–98, *. [Google Scholar] [CrossRef]
- Leurs, Koen, Ena Omerović, Hemmo Bruinenberg, and Sanne Sprenger. 2018. Critical Media Literacy through Making Media: A Key to Participation for Young Migrants? Communications 43: 427–50, *. [Google Scholar] [CrossRef] [Green Version]
- López-Bech, Laura, and Rodolfo Zúñiga. 2017. Digital Storytelling: Putting Young Asylum Seekers at the Heart of the Story. Intercultural Education 28: 224–28, *. [Google Scholar] [CrossRef]
- Luchs, Michele, and Elizabeth Miller. 2016. Not so Far Away: A Collaborative Model of Engaging Refugee Youth in the Outreach of Their Digital Stories. Area 48: 442–48, *. [Google Scholar] [CrossRef]
- Malkki, Liisa H. 1996. Speechless Emissaries: Refugees, Humanitarianism, and Dehistoricization. Cultural Anthropology 11: 377–404. [Google Scholar] [CrossRef]
- Maxwell, Joseph Alex. 2012. Qualitative Research Design: An Interactive Approach. London: Sage. [Google Scholar]
- McBrien, Jody Lynn. 2005. Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature. Review of Educational Research 75: 329–64. [Google Scholar] [CrossRef] [Green Version]
- McBrien, Jody Lynn, and Rebecca Day. 2012. From There to Here: Using Photography to Explore Perspectives of Resettled Refugee Youth. International Journal of Child, Youth & Family Studies 3: 546–68, *. [Google Scholar] [CrossRef] [Green Version]
- McVee, Mary B., James R. Gavelek, and Lynn E. Shanahan. 2017. What scholars of multiliteracies can learn from embodied cognition. In Remixing Multiliteracies: Theory and Practice from New London to New Times. Edited by F. Serafini and E. Gee. New York: Teachers College Press, pp. 148–61. [Google Scholar]
- Mendenhall, Mary, Lesley Bartlett, and Ameena Ghaffar-Kucher. 2017. If You Need Help, They Are Always There for Us”: Education for Refugees in an International High School in NYC. The Urban Review 49: 1–25. [Google Scholar] [CrossRef]
- Miles, Matthew B., A. Michael Huberman, and Johnny Saldana. 2020. Qualitative Data Analysis: A Methods Sourcebook. London: Sage. [Google Scholar]
- Miller, Suzanne M. 2013. A Research Metasynthesis on Digital Video Composing in Classrooms: An Evidence-Based Framework toward a Pedagogy for Embodied Learning. Journal of Literacy Research 45: 386–430. [Google Scholar] [CrossRef]
- Miller, Suzanne M., and Mary B. McVee. 2013. Multimodal Composing in Classrooms: Learning and Teaching for the Digital World. New York, NY: Routledge. [Google Scholar]
- Mitchell, Claudia, Naydene De Lange, and Relebohile Moletsane. 2017. Participatory Visual Methodologies: Social Change, Community and Policy. London: Sage. [Google Scholar]
- Moll, Luis, Cathy Amanti, Deborah Neff, and Norma Gonzalez. 2005. Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. In Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Edited by Norma Gonzalez, Luis Moll and Cathy Amanti. New York, NY: Routledge, pp. 71–87. [Google Scholar]
- New London Group. 1996. A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review 66: 60–93. [Google Scholar]
- Norton, Bonny. 2013. Identity and Language Learning: Extending the Conversation. Bristol: Multilingual Matters. [Google Scholar]
- Nunn, Caitlin. 2010. Spaces to Speak: Challenging Representations of Sudanese-Australians. Journal of Intercultural Studies 31: 183–98, *. [Google Scholar] [CrossRef]
- O’Brien, Kelly K., Heather Colquhoun, Danielle Levac, Larry Baxter, Andrea C. Tricco, Sharon Straus, Lisa Wickerson, Ayesha Nayar, David Moher, and Lisa O’Malley. 2016. Advancing Scoping Study Methodology: A Web-Based Survey and Consultation of Perceptions on Terminology, Definition and Methodological Steps. BMC Health Services Research 16: 305. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- O’Mara, Ben, and Anne Harris. 2016. Intercultural Crossings in a Digital Age: ICT Pathways with Migrant and Refugee-Background Youth. Race, Ethnicity and Education 19: 639–58, *. [Google Scholar] [CrossRef]
- Ogbu, John U. 1992. Understanding Cultural Diversity and Learning. Educational Researcher 21: 5–14. [Google Scholar] [CrossRef]
- Omerbašic, Delila. 2015. Literacy as a Translocal Practice: Digital Multimodal Literacy Practices among Girls Resettled as Refugees. Journal of Adolescent & Adult Literacy 58: 472–81, *. [Google Scholar] [CrossRef]
- Reynolds, Andrew D., and Rachel Bacon. 2018. Interventions Supporting the Social Integration of Refugee Children and Youth in School Communities: A Review of the Literature. Advances in Social Work 18: 745–66. [Google Scholar] [CrossRef]
- Robertson, Zoe, Raelene Wilding, and Sandra Gifford. 2016a. Mediating the Family Imaginary: Young People Negotiating Absence in Transnational Refugee Families. Global Networks 16: 219–36, *. [Google Scholar] [CrossRef]
- Robertson, Zoe, Sandra Gifford, Celia McMichael, and Ignacio Correa-Velez. 2016b. Through Their Eyes: Seeing Experiences of Settlement in Photographs Taken by Refugee Background Youth in Melbourne, Australia. Visual Studies 31: 34–49, *. [Google Scholar] [CrossRef]
- Rodriguez-Jimenez, Anthony, and Sandra Gifford. 2010. “Finding Voice”: Learnings and Insights from a Participatory Media Project with Recently Arrived Afghan Young Men with Refugee Backgrounds. Youth Studies Australia 29: 33–41, *. [Google Scholar]
- Rogers, Justin, Sam Carr, and Caroline Hickman. 2018. Mutual Benefits: The Lessons Learned from a Community Based Participatory Research Project with Unaccompanied Asylum-Seeking Children and Foster Carers. Children and Youth Services Review 92: 105–13, *. [Google Scholar] [CrossRef]
- Sastre, Lauren R., Lauren D. Wright, and Lauren Haldeman. 2019. Use of Digital Photography with Newcomer Immigrant and Refugee Youth to Examine Behaviors and Promote Health. Health Promotion Practice 20: 639–641, *. [Google Scholar] [CrossRef]
- Serafini, Frank, and Elisabeth Gee, eds. 2017. Remixing Multiliteracies: Theory and Practice from New London to New Times. New York: Teachers College Press. [Google Scholar]
- Shadduck-Hernández, Janna. 2006. Here I Am Now! Critical Ethnography and Community Service-Learning with Immigrant and Refugee Undergraduate Students and Youth. Ethnography and Education 1: 67–86, *. [Google Scholar] [CrossRef]
- Shapiro, Shawna, Raichle Farrelly, and Mary Jane Curry, eds. 2018. Educating Refugee-Background Students: Critical Issues and Dynamic Contexts. Bristol: Multilingual Matters. [Google Scholar]
- Sirriyeh, Ala. 2010. Home Journeys: Im/Mobilities in Young Refugee and Asylum-Seeking Women’s Negotiations of Home. Childhood 17: 213–27. [Google Scholar] [CrossRef]
- Smith, Blaine E. 2014. Beyond words: A review of research on adolescents and multimodal composition. In Exploring Multimodal Composition and Digital Writing. Edited by R. E. Ferdig and K. E. Pytash. Hershey: IGI Global, pp. 1–19. [Google Scholar]
- Smith, Blaine E., Mark B. Pacheco, and Mariia Khorosheva. 2020. Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms. Reading Research Quarterly 56: 33–52. [Google Scholar] [CrossRef]
- Smythe, Suzanne, and Paul Neufeld. 2010. “Podcast Time”: Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom. Journal of Adolescent & Adult Literacy 53: 488–96. [Google Scholar] [CrossRef]
- Sonn, Christopher C., Michele Grossman, and Angela Utomo. 2013. Reflections on a Participatory Research Project: Young People of Refugee Background in an Arts-Based Program. Journal for Social Action in Counseling & Psychology 5: 95–110, *. [Google Scholar]
- Street, Brian. 1984. Literacy in Theory and Practice. New York: Cambridge University Press, vol. 9. [Google Scholar]
- United Nations. 1951. Convention Relating to the Status of Refugees. Geneva: United Nations. [Google Scholar]
- Vanek, Jenifer, Kendall King, and Martha Bigelow. 2018. Social Presence and Identity: Facebook in an English Language Classroom. Journal of Language, Identity, and Education 17: 236–254, *. [Google Scholar] [CrossRef]
- Vasudevan, Lalitha M. 2006. Looking for Angels: Knowing Adolescents by Engaging with Their Multimodal Literacy Practices. Journal of Adolescent & Adult Literacy 50: 252–56. [Google Scholar] [CrossRef]
- Vasudevan, Lalitha, and Joseph Riina-Ferrie. 2019. Collaborative Filmmaking and Affective Traces of Belonging. British Journal of Educational Technology 50: 1–13. [Google Scholar] [CrossRef]
- Vertovec, Steven. 2009. Transnationalism. New York: Routledge. [Google Scholar]
- Vygotsky, Lev Semyonovich. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press. [Google Scholar]
- Warriner, Doris S., Daisy E. Fredricks, and Chatwara Suwannamai Duran. 2020. Valuing the Resources and Experiences of Refugee-Background Learners: A Principled Approach to Teaching and Learning Academic Language. Theory into Practice 59: 32–41. [Google Scholar] [CrossRef]
- Wertsch, James V. 2009. Voices of the Mind: Sociocultural Approach to Mediated Action. Cambridge: Harvard University Press. [Google Scholar]
- Wilding, Raelene. 2012. Mediating Culture in Transnational Spaces: An Example of Young People from Refugee Backgrounds. Continuum: Journal of Media & Cultural Studies 26: 501–11, *. [Google Scholar] [CrossRef]
- Yohani, Sophie C. 2008. Creating an Ecology of Hope: Arts-Based Interventions with Refugee Children. Child and Adolescent Social Work Journal 25: 309–23, *. [Google Scholar] [CrossRef]
1 | In this study, forced migration does not refer to populations other than refugees whose migration was involuntary, e.g., through slavery, colonization, conquest, or forced labor (Ogbu 1992). In fact, refugees form a category that cannot fit within Ogbu’s (1992) typology of voluntary and involuntary migrants, which some scholars critiqued as potentially oversimplified (e.g., Cummins 2000). |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2021 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Michalovich, A. Digital Media Production of Refugee-Background Youth: A Scoping Review. Journal. Media 2021, 2, 30-50. https://doi.org/10.3390/journalmedia2010003
Michalovich A. Digital Media Production of Refugee-Background Youth: A Scoping Review. Journalism and Media. 2021; 2(1):30-50. https://doi.org/10.3390/journalmedia2010003
Chicago/Turabian StyleMichalovich, Amir. 2021. "Digital Media Production of Refugee-Background Youth: A Scoping Review" Journalism and Media 2, no. 1: 30-50. https://doi.org/10.3390/journalmedia2010003
APA StyleMichalovich, A. (2021). Digital Media Production of Refugee-Background Youth: A Scoping Review. Journalism and Media, 2(1), 30-50. https://doi.org/10.3390/journalmedia2010003