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Everyone Deserves to Be Here: Learning and Radical Inclusivity at ARTLAB+

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dc.contributor.advisor Sheridan, Kimberly
dc.contributor.author Wingo, Grace
dc.creator Wingo, Grace
dc.date 2017-05-04
dc.date.accessioned 2017-12-21T20:21:54Z
dc.date.available 2017-12-21T20:21:54Z
dc.identifier doi:10.13021/G8KX2Z
dc.identifier.uri https://hdl.handle.net/1920/10865
dc.description.abstract Digital media is changing the way young people play and socialize. This thesis addresses the research questions of how and what do teens learn in ARTLAB+, an after school drop-in digital media studio? And, what features create a learning environment for teens? This thesis uses the theoretical frameworks of Hanging Out, Messing Around, and Geeking Out (HOMAGO) and Studio Thinking, eight studio habits of mind. I conducted an instrumental case study of ARTLAB+ (Stake, 1995). My goal was to understand the learning that occurs at a drop-in digital media studio within a museum as well as what are the features that create a learning environment. I analyzed the data using in vivo and values coding. Findings of this study build on the body of work on digital media and learning as it relates to youth between the ages of 13 and 19. I discuss implications for educational practitioners and designers of informal learning environments and the field of digital media and learning.
dc.language.iso en
dc.subject learning en_US
dc.subject informal learning en_US
dc.subject HOMAGO en_US
dc.subject digital media en_US
dc.subject youth learning en_US
dc.subject afterschool en_US
dc.title Everyone Deserves to Be Here: Learning and Radical Inclusivity at ARTLAB+
dc.type Thesis
thesis.degree.name Master of Science in Educational Psychology en_US
thesis.degree.level Master's
thesis.degree.discipline Educational Psychology
thesis.degree.grantor George Mason University


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