Teaching Transmedia in China: Complexity, Critical Thinking, and Digital Natives

Filippo Gilardi; Celia Lam

doi:10.1007/978-981-15-7857-1_13

Teaching Transmedia in China: Complexity, Critical Thinking, and Digital Natives

Filippo Gilardi, Celia Lam

School of International Communications

Research output: Chapter in Book/Conference proceeding › Book Chapter › peer-review

2 Citations (Scopus)

Abstract

This chapter provides a reflection on our experience teaching a module on Transmedia Narratives and Digital Literacy to BA and MA students in the School of International Communications at the University of Nottingham Ningbo China. The chapter builds its reflection on the annotated syllabus on Transmedia Storytelling and Entertainment designed by Henry Jenkins (2010), published with the aim of generating “some new cultural exchange around the topic” (p. 9) of teaching transmedia storytelling. We will discuss our choice to try to be as inclusive as possible by giving students examples from different countries and underlining some of the challenges of this decision. This will allow us to share several examples that could be used by educators to make their curricula more inclusive.

Original language	English
Title of host publication	Palgrave Series in Asia and Pacific Studies
Publisher	Springer
Pages	281-305
Number of pages	25
DOIs	https://doi.org/10.1007/978-981-15-7857-1_13
Publication status	Published - 2021

Publication series

Name	Palgrave Series in Asia and Pacific Studies
ISSN (Print)	2662-7922
ISSN (Electronic)	2662-7930

Keywords

China
Cross-cultural
Sino-British education
Transmedia

ASJC Scopus subject areas

Development
Sociology and Political Science
Political Science and International Relations

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-981-15-7857-1_13

Cite this

@inbook{ea277d12c9bf4db08513c371630ca4c2,

title = "Teaching Transmedia in China: Complexity, Critical Thinking, and Digital Natives",

abstract = "This chapter provides a reflection on our experience teaching a module on Transmedia Narratives and Digital Literacy to BA and MA students in the School of International Communications at the University of Nottingham Ningbo China. The chapter builds its reflection on the annotated syllabus on Transmedia Storytelling and Entertainment designed by Henry Jenkins (2010), published with the aim of generating “some new cultural exchange around the topic” (p. 9) of teaching transmedia storytelling. We will discuss our choice to try to be as inclusive as possible by giving students examples from different countries and underlining some of the challenges of this decision. This will allow us to share several examples that could be used by educators to make their curricula more inclusive.",

keywords = "China, Cross-cultural, Sino-British education, Transmedia",

author = "Filippo Gilardi and Celia Lam",

note = "Publisher Copyright: {\textcopyright} 2021, The Author(s).",

year = "2021",

doi = "10.1007/978-981-15-7857-1_13",

language = "English",

series = "Palgrave Series in Asia and Pacific Studies",

publisher = "Springer",

pages = "281--305",

booktitle = "Palgrave Series in Asia and Pacific Studies",

}

TY - CHAP

T1 - Teaching Transmedia in China

T2 - Complexity, Critical Thinking, and Digital Natives

AU - Gilardi, Filippo

AU - Lam, Celia

PY - 2021

Y1 - 2021

N2 - This chapter provides a reflection on our experience teaching a module on Transmedia Narratives and Digital Literacy to BA and MA students in the School of International Communications at the University of Nottingham Ningbo China. The chapter builds its reflection on the annotated syllabus on Transmedia Storytelling and Entertainment designed by Henry Jenkins (2010), published with the aim of generating “some new cultural exchange around the topic” (p. 9) of teaching transmedia storytelling. We will discuss our choice to try to be as inclusive as possible by giving students examples from different countries and underlining some of the challenges of this decision. This will allow us to share several examples that could be used by educators to make their curricula more inclusive.

AB - This chapter provides a reflection on our experience teaching a module on Transmedia Narratives and Digital Literacy to BA and MA students in the School of International Communications at the University of Nottingham Ningbo China. The chapter builds its reflection on the annotated syllabus on Transmedia Storytelling and Entertainment designed by Henry Jenkins (2010), published with the aim of generating “some new cultural exchange around the topic” (p. 9) of teaching transmedia storytelling. We will discuss our choice to try to be as inclusive as possible by giving students examples from different countries and underlining some of the challenges of this decision. This will allow us to share several examples that could be used by educators to make their curricula more inclusive.

KW - China

KW - Cross-cultural

KW - Sino-British education

KW - Transmedia

UR - http://www.scopus.com/inward/record.url?scp=85103844603&partnerID=8YFLogxK

U2 - 10.1007/978-981-15-7857-1_13

DO - 10.1007/978-981-15-7857-1_13

M3 - Book Chapter

AN - SCOPUS:85103844603

T3 - Palgrave Series in Asia and Pacific Studies

SP - 281

EP - 305

BT - Palgrave Series in Asia and Pacific Studies

PB - Springer

ER -

Teaching Transmedia in China: Complexity, Critical Thinking, and Digital Natives

Abstract

Publication series

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this