Henry Jenkins

Bio: Henry Jenkins is an academic researcher from University of Southern California. The author has contributed to research in topics: Participatory culture & Popular culture. The author has an hindex of 38, co-authored 113 publications receiving 21288 citations. Previous affiliations of Henry Jenkins include Austral University of Chile & University of Wisconsin-Madison.

Convergence Culture: Where Old and New Media Collide

Abstract: Acknowledgments Introduction: "Worship at the Altar of Convergence": A New Paradigm for Understanding Media Change 1 Spoiling Survivor: The Anatomy of a Knowledge Community 2 Buying into American Idol: How We are Being Sold on Reality TV 3 Searching for the Origami Unicorn: The Matrix and Transmedia Storytelling 4 Quentin Tarantino's Star Wars? Grassroots Creativity Meets the Media Industry 5 Why Heather Can Write: Media Literacy and the Potter Wars 6 Photoshop for Democracy: The New Relationship between Politics and Popular CultureConclusion: Democratizing Television?The Politics of ParticipationNotes Glossary Index About the Author

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century

Abstract: Many teens today who use the Internet are actively involved in participatory cultures -- joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention.This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play.The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning

Textual poachers : television fans & participatory culture

Abstract: Get a life,' William Shatner told Star Trek fans Yet, as Textual Poachers argues, fans already have a life,' a complex subculture which draws its resources from commercial culture while also reworking them to serve alternative interests Rejecting stereotypes of fans as cultural dupes, social misfits, and mindless consumers, Jenkins represents media fans as active producers and skilled manipulators of program meanings, as nomadic poachers constructing their own culture from borrowed materials, as an alternative social community defined through its cultural preferences and consumption practices Written from an insider's perspective and providing vivid examples from fan artifacts, Textual Poachers offers an ethnographic account of the media fan community, its interpretive strategies, its social institutions and cultural practices, and its troubled relationship to the mass media and consumer capitalism Drawing on the work of Michel de Ceteau, Jenkins shows how fans of Star Trek, Blake's 7, The Professionals, Beauty and the Beast, Starsky and Hutch, Alien Nation, Twin Peaks , and other popular programs exploit these cultural materials as the basis for their stories, songs, videos, and social interactions

Spreadable Media: Creating Value and Meaning in a Networked Culture

Abstract: Acknowledgments How to Read This Book Introduction: Why Media Spreads 1 Where Web 2.0 Went Wrong 2 Reappraising the Residual 3 The Value of Media Engagement 4 What Constitutes Meaningful Participation? 5 Designing for Spreadability 6 Courting Supporters for Independent Media 7 Thinking Transnationally Conclusion Notes References Index About the Authors

From game design elements to gamefulness: defining "gamification"

Abstract: Recent years have seen a rapid proliferation of mass-market consumer software that takes inspiration from video games. Usually summarized as "gamification", this trend connects to a sizeable body of existing concepts and research in human-computer interaction and game studies, such as serious games, pervasive games, alternate reality games, or playful design. However, it is not clear how "gamification" relates to these, whether it denotes a novel phenomenon, and how to define it. Thus, in this paper we investigate "gamification" and the historical origins of the term in relation to precursors and similar concepts. It is suggested that "gamified" applications provide insight into novel, gameful phenomena complementary to playful phenomena. Based on our research, we propose a definition of "gamification" as the use of game design elements in non-game contexts.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

Abstract: From the Publisher: A Question of Identity Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

Speech Genres and Other Late Essays

Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Games, Motivation, and Learning: A Research and Practice Model:

Abstract: Although most agree that games can be engaging and that games can be instructive, there is little consensus regarding the essential characteristics of instructional games. Implicit in the research literature is the notion that if we pair instructional content with certain game features, we can harness the power of games to engage users and achieve desired instructional goals. In this article, the authors present an input-process- output model of instructional games and learning that elaborates (a) the key features of games that are of interest from an instructional perspective; (b) the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and (c) the types of learning outcomes that can be achieved. The authors discuss the implications of this approach for the design and implementation of effective instruc- tional games.