Digital Literacies and 21st Century Skills

Elizabeth explains Wikipedia’s “Women in Red” edit-a-thons, where editors work to turn red links (missing pages) into blue links, focusing on gaps in women’s, especially Black women’s, representation and the notability bias that can lead to women’s pages being challenged or rejected. She highlights the effort required to build articles and contrasts Wikipedia’s open, long-form editing and evolving norms with faster crowdsourced fact-checking, where groups average quick judgments. The episode reviews arguments for Wikipedia’s growing credibility through conflict, editor attrition, and institutional change, and discusses why academics still undervalue Wikipedia due to vandalism concerns and student plagiarism. She then covers a study suggesting crowds can rate flagged news as effectively as professional fact-checkers, while noting risks like bias and manipulation, and connects crowdsourcing to citizen science examples such as monarch butterfly tracking and iNaturalist urban biodiversity logging.ReferencesMonarch Watch. (2026). Monarch Watch tagging program. https://monarchwatch.org/tagging/NPR. (2026, April 23). In cities, wild things are hiding everywhere if you put on your “nature eyes”. https://www.npr.org/2026/04/23/nx-s1-5787828/in-cities-wild-things-are-hiding-everywhere-if-you-put-on-your-nature-eyes

Ricardo and Alina introduce their first “Think of a Bobble” podcast episode and discuss how social media shapes K-pop fandom communities and identity across linguistic barriers. They describe how Twitter’s reduced language barriers enable Korean, American, and other fans to interact, and how intense “stan” culture can become defensive or even dangerous, including doxxing, stalking, and parasocial behavior toward idols. Alina summarizes an article on K-pop stan Twitter as a community of practice where fans interact, learn, share ideas, and form connections. They also review a second article on Twitter as a professional learning community in medical education, using survey findings to illustrate how online communities form around shared purposes and can replace physical learning spaces, especially after COVID.Click here to view the episode transcript. ReferencesMalik, Z., & Haidar, S. (2023). Online community development through social interaction: K-pop stan Twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. https://doi.org/10.1080/10494820.2020.1805773Zheng, B., & Dallaghan, G. B. (2022). A Twitter-facilitated professional learning community: Online participation, connectedness, and satisfaction. BMC Medical Education, 22, Article 577. https://doi.org/10.1186/s12909-022-03639-6

In this episode, we talk about how social media impacts learning, and whether it is helping or hurting us. We expand and connect ideas from our readings, video, and real life experiences, such as learning from TikTok or YouTube. We also dive into how fast information spreads online, and how hard it can be to tell what is true. It is a mix of class concepts, informational prompts, and an interesting take on our own perspectives on learning in a digital world.Click here to view the episode transcript. ReferencesGreenhow, C., Sonnevend, J., & Agur, C. (Eds.). (2016). Education and social media: Toward a digital future. MIT Press.Lorenz, T. (2024, April 12). Is social media destroying kids’ mental health? [Video]. YouTube.Ünlüsoy, A., Leander, K. M., & de Haan, M. (2022). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. Learning, Media and Technology, 47(1), 1–14. https://doi.org/10.1177/20427530211032302Weaver, J. (2020, September 27). What Netflix’s The Social Dilemma gets wrong about Big Tech. CBC News. https://www.cbc.ca/news/entertainment/netflix-social-dilemma-tech-1.5740351

Ayana and Brady discuss disinformation, using the Trump administration’s claims about an Iranian nuclear threat as an example, and distinguish disinformation (deliberate falsehoods meant to confuse or influence) from misinformation (unintentional falsehoods). They debate accountability, noting free speech protections and proposing that government officials and media should face legal consequences for lying to the public, while also acknowledging limited public power and concerns about paid, undisclosed promotion. They also address growing difficulty identifying AI-generated images and videos, and worry that early internet access and school technology make children especially vulnerable.Click here to view the episode transcript. ReferencesBulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21.Robertson, L., & Farley, R. (2026, March 3). Assessing Trump’s claims on Iran’s nuclear and missile capabilities. FactCheck.org. https://www.factcheck.org/2026/03/assessing-trumps-claims-on-irans-nuclear-and-missile-capabilities/Spies, S. (2019, October 22). Defining disinformation. MediaWell. https://mediawell.ssrc.org/research-reviews/defining-disinformation/

In this bonus episode, Crystal teams up with her best friend Michelle to tackle a topic of what social media is really doing to us, and especially to kids. They discuss the alarming amount of time we're glued to our screens, how it's messing with kids' ability to self-regulate and connect face-to-face, and how parents' scrolling habits are part of the problem too. ReferencesAmbrosi, D. (2023, March 6). The battle for your time: Exposing the costs of social media | Dino Ambrosi | TEDxLagunaBlancaSchool [Video]. TEDx Talks. YouTube. https://www.youtube.com/watch?v=4TMPXK9tw5UAtske, S. (2025, October 8). Appendix: Detailed tables. Pew Research Center. https://www.pewresearch.org/internet/2025/10/08/parents-kids-screens-appendix-detailed-tables/

In this week's podcast, Crystal and Rasnia explore the concept of virtual communities, sharing their personal experiences and discussing the profound impact of these communities on mental health, personal growth, and societal changes. They delve into how virtual communities facilitate connections between people with shared interests, offering support and new perspectives. The episode also touches on the influence of virtual communities on real-world practices, particularly in alternative education and parenting. They conclude by appreciating the positive aspects of virtual communities and their role in fostering progress and inspiration.ReferencesMalik, Z., & Haidar, S. (2020). Online community development through social interaction — K-Pop stan twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. https://doi.org/10.1080/10494820.2020.1805773Lorenz, T. (2024, April 12). Is social media destroying kids mental health? [Video]. YouTube. https://www.youtube.com/watch?v=TS1wax3KjnA

In this week’s podcast, we focused on the impact social media has on upcoming generations and its larger effect on society as a whole. In our discussion, we dive into 3 main topics: different social media platforms, how social media affects mental health, and the different affordances and constraints that come with living in the age of social media. Social Media encompasses a lot of different aspects, both positive and negative, which we are excited to talk about with you today!ReferencesFaverio, M. (2025, April 22). Teens, social media and mental health. Pew Research Center. https://www.pewresearch.org/internet/2025/04/22/teens-social-media-and-mental-health/Lorenz, T. (2024, April 12). Is social media destroying kids’ mental health? // Power User podcast [Video]. YouTube. https://www.youtube.com/watch?v=XXXXXXXXXOrlowski, J. (Director). (2020). The Social Dilemma [Film]. Netflix. https://www.netflix.com/watch/81904443Ünlüsoy, A., Leander, K. M., & de Haan, M. (2022). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. Learning, Media and Technology, 47(1), 1–14. https://doi.org/10.1177/20427530211032302Weaver, J. (2020, September 27). What Netflix’s The Social Dilemma gets wrong about Big Tech. CBC News. https://www.cbc.ca/news/entertainment/netflix-social-dilemma-tech-1.5740351

In this episode, hosts Kayla and Kelly dive into the digital mess that is Disinformation. While discussing disinformation, we explore our experiences with disinformation, why it happens, who spreads it, and how we can combat it. We reference Bulger and Davison’s article, “The Promises, Challenges, and Futures of Media Literacy” as well as, Samuel Spies’, "Producers of Disinformation”. Our discussion emphasizes the importance of media literacy and how it can be integrated into core subjects in schools. We address the harmful impacts of spreading disinformation and some advice for students growing up in the digital age. ReferencesBulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1–21. https://doi.org/10.23860/jmle-2018-10-1-1Hobbs, R., Moen, M., Tang, R., & Steager, P. (2022). Measuring the implementation of media literacy statewide: A validation study. Educational Media International, 59(3), 189–208. https://doi.org/10.1080/09523987.2022.2136083Spies, S. (2020, October 27). Defining “disinformation.” Social Science Research Council, MediaWell. https://mediawell.ssrc.org/literature-reviews/defining-disinformation

The Misinformation podcast, hosted by Aleah and Dana, explores how misinformation has become more present in our everyday lives than ever before. We've included soundbites and other references to enrich the discussion. Our conversation begins with a reflection on how people communicated before the internet. We then introduce several theories, touching on concepts like echo chambers, filter bubbles, selective perspective, and the liar’s dividend. Finally, we offer suggestions for educators, including games and activities that can help students build awareness around these issues.ReferencesAustralian Broadcasting Corporation. (n.d.). Spotting misinformation + disinformation – ABC Education. https://games.abc.net.au/education/interactive-lessons/misinformation-disinformation/Brashier, N. M., & Schacter, D. L. (2020). Aging in an era of fake news. Current Directions in Psychological Science, 29(3), 316–323. https://doi.org/10.1177/0963721420915872Gusmanson. (n.d.). Bad News – Play the fake news game! [Browser game]. https://www.getbadnews.com/enPBS NewsHour. (2025, June 18). How misinformation spread after Minnesota lawmaker’s murder [Video]. YouTube. https://youtu.be/r5a6zUms3dU?si=mwAtfCgTB4gcvp7u

In this episode, we will discuss Teaching with AI by José Antonio Bowen and C. Edward Watson (2024), focusing on Chapter 3, “AI Literacy,” and Chapter 4, “Reimagining Creativity.” The conversation explores how artificial intelligence is reshaping both the way we think and the way we create. Through a reflective dialogue, the hosts unpack what it means to be truly AI literate, not just technically skilled, but critically thoughtful, curious, and reflective. They consider how AI can serve as both a collaborator and a challenge to human creativity, echoing Bowen and Watson’s idea that literacy and creativity are interconnected. The discussion also weaves in insights from Kevin Roose’s New York Times article, “Everyone Is Using A.I. for Everything. Is That Bad?” (2024), which raises important questions about overreliance on AI and the need to preserve the human element in art, learning, and innovation. Ultimately, this episode invites listeners to reflect on their own relationship with technology and asks: How can we stay human in an increasingly artificial world?ReferencesBowen, J. A., & Watson, C. E. (2024). Teaching with AI: A practical guide to a new era of human learning. Johns Hopkins University Press.Roose, K. (2024, April 8). Everyone is using A.I. for everything. Is that bad? The New York Times. https://www.nytimes.com/2024/04/08/technology/artificial-intelligence-everywhere.html

Eliana and Jess, explore remix culture beyond music, spanning literature, games, social media, and even food. From Shakespeare’s adaptations to TikTok trends and Cronuts, remixing is everywhere. Tune in to learn how remixing sparks creativity, builds 21st-century skills, and lets anyone put their own spin on the world.ReferencesAbdul, P. (1989). Cold hearted [Song]. On Forever your girl [Album]. Virgin Records.Bobbybass. (2023). Hoist the colors [Video]. TikTok. https://www.tiktok.com/@the.bobbybass/video/7456889954203979054Bowers, K. (2024, June 13). Bridgerton main title (Soundtrack from the Netflix series) [Video]. YouTube. https://www.youtube.com/watch?v=SVzfMk2NkG8Columbia Pictures. (2016, February). Pride and prejudice and zombies: Official trailer #1 [Video]. YouTube. https://www.youtube.com/watch?v=syjfmdvLu9cEilish, B. (2019). Bad guy [Song]. On When we all fall asleep, where do we go? [Album]. Darkroom/Interscope Records.Hair of the Dog. (2001). American pie [Song]. On At the parting glass [Album]. October Eve Records.Hannah, H. [@hannnahhv]. (2025, September 22). My autumn Spotify playlist rotation [Video]. TikTok. https://www.tiktok.com/@hannnahhv/photo/7545306508637130039James, K. (2020). Remixing worlds: Player creativity and hybrid culture in EVE Online. In Digital play and culture (pp. 45–68). Routledge.Jay-Z. (1998). Hard knock life (ghetto anthem) [Song]. On Vol. 2... Hard knock life [Album]. Roc-A-Fella Records.Knobel, M., & Lankshear, C. (2008). Digital remix: The interplay of old and new literacies. Media International Australia, 129(1), 61–72. https://one2oneheights.pbworks.com/f/KnobelLankshear2008RemixEndless+HybridizationAdolescentAdult+Literacy.pdfMeat Loaf. (1993). I’d do anything for love (but I won’t do that) [Song]. On Bat out of hell II: Back into hell [Album]. MCA Records.Murphy, W., & The Big Apple Band. (1976). A fifth of Beethoven [Song]. On A fifth of Beethoven [Album]. Private Stock Records.Seal. (1994). Kiss from a rose [Song]. On Seal II [Album]. Sire Records.Shakespeare, W. (n.d.). Romeo and Juliet (Act 2, Scene 2) [LibriVox audio recording]. In Favourite scenes from Shakespeare. LibriVox. https://ia801301.us.archive.org/1/items/favouritescenesshakespeare_1603_librivox/favouritescenes_18_shakespeare_64kb.mp3Tanz, J. (2020, May 7). Memers are taking over TikTok. The New York Times. https://www.nytimes.com/2020/05/07/style/memers-are-taking-over-tiktok.htmlThe Notorious B.I.G., Puff Daddy, & Mase. (1997). Mo money mo problems [Song]. On Life after death [Album]. Bad Boy Records; Arista Records.

In this episode, hosts Taye and Margaret delve into the realm of multimedia learning. They discuss the daily interaction with digital content, from blog posts to Zoom meetings, and emphasize the practical application of multimedia principles. The conversation highlights the cognitive load theory and personalization principle, referencing Richard Myers' 1997 research. The hosts discuss the evolution of digital content, the growing importance of visuals in education, and the shift away from traditional text-based media. They also touch on the implications of visual stimuli in learning, accessibility, and the persistence of foundational multimedia principles in modern teaching.References missing

In this premiere episode of The Class Act Podcast, hosts Mike Lombardo and Aaron Hung dive into multimodal literacy and what it means for today’s classrooms.  They explore multimodality in education, drawing on ideas from Kress, Gardner, and include an in depth discussion on visual literacy and digital media. The discussion highlights how images, video, sound, and design have become central to communication and learning, challenging schools to expand their traditional definition of literacy. Through examples like Instagram and web design, this episode discusses how and why teachers should help students engage with visuals, and explores methods for teaching multimodality.ReferencesAssociation of College & Research Libraries. (2011). Visual literacy competency standards for higher education. American Library Association. https://www.ala.org/acrl/standards/visualliteracyGardner, H. (1991). The unschooled mind: How children think and how schools should teach. Basic Books.Kress, G. (2003). Literacy in the new media age. Routledge.Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). Routledge.Lemke, J. L. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin & R. Veel (Eds.), Reading science: Critical and functional perspectives on discourses of science (pp. 87–113). Routledge.Leaver, T., Highfield, T., & Abidin, C. (2020). Instagram: Visual social media cultures. Polity Press.Murphy, C., Dudley, E., & Pachy, N. (Hosts). (2023, March 15). Multimodal literacy (No. 12) [Audio podcast episode]. In C. Jones (Producer), Talking ELT. Oxford University Press. https://www.youtube.com/watch?v=9fvnbR6lqKc

In this episode, Alyssa, Kahmari, and Giovanna explore the intricacies of virtual communities on TikTok. They discuss various scholarly articles and personal insights into how virtual communities function as communities of practice, the impact of algorithms, and the role of influencers. Key points include the positives and negatives of TikTok's algorithm, the spread of misinformation, and the sense of community built around shared interests and influencers. They conclude that TikTok, despite its challenges, remains a significant platform for community building and learning.Click here to view the episode transcript. ReferencesIto, M., Martin, C., Salen Tekinbaş, K., Odgers, C., Soep, E., Reich, J., Livingstone, S., & Ito, M. (2020). Connected learning: How the academic and social lives of teens intersect. The MIT Press.Malik, Z., & Haidar, S. (2023). Online community development through social interaction—K-pop Stan Twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1805773Patel, N. (Host). (2023, October 24). Harvard professor Lawrence Lessig on why AI and social media are causing a free speech crisis for the internet [Audio podcast episode]. In Decoder. The Verge. https://www.theverge.com/23929233/lawrence-lessig-free-speech-first-amendment-ai-content-moderation-decoder-interview

Social media is a huge part of our everyday lives. From creating connections, building up careers, and just pure entertainment. However, as social media has its pros there are also its cons which go much deeper than its typical technological capabilities. Isabella, Kayla, and Mohammad go in depth on the major effects social media has on one’s mental health ranging from children, teens and adults.Click here to view the episode transcript. ReferencesEyal, N. (2019). Indistractable: How to control your attention and choose your life. BenBella Books.Lorenz, T. (Host). (n.d.). Is social media destroying kids’ mental health? [Audio podcast episode]. In Taylor Lorenz Podcast.Orlowski, J. (Director). (2020). The social dilemma [Film]. Netflix.Parrish, S. (Host). (n.d.). Nir Eyal: Mastering your attention in a world of distraction [Audio podcast episode]. In The Knowledge Project Podcast. Farnam Street.Pew Research Center. (2024, December 12). Teens, social media and technology: 2024. https://www.pewresearch.org/internet/2024/12/12/teens-social-media-and-technology-2024/World Health Organization. (2022). Mental health of adolescents. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health

In this episode, Ryan and Michelle dive into the critical topic of disinformation, explaining its distinction from misinformation. They explore the historical context of disinformation, its modern amplification through technology like generative AI and DeepFakes, and the real-world impacts these technologies have already had. The discussion highlights the complexities of identifying and combating disinformation, the role of media literacy, and the importance of structural changes and educational reform. The episode underscores the necessity for vigilance, critical thinking, and informed consumption of information in the digital age.Click here to view the episode transcript. ReferencesAlba, D. (2023, May 22). Fake image of Pentagon explosion goes viral, briefly spooks markets. The New York Times. https://www.nytimes.com/2023/05/22/technology/pentagon-explosion-ai-image.htmlBulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21. https://digitalcommons.uri.edu/jmle/vol10/iss1/1/Graham, T. (2023). The incredible creativity of deepfakes — and the worrying future of AI [Video]. TED Conferences. https://www.ted.com/talks/tom_graham_the_incredible_creativity_of_deepfakes_and_the_worrying_future_of_aiJohnson, E., & Darnovsky, M. (2020). The disinformation dilemma [Audio podcast episode]. In Brave New Planet (Episode 2). Pushkin Industries.  https://bravenewplanet.fm/episodes/the-disinformation-dilemmaMarcelo, P. (2023, May 23). AI-generated image of Pentagon explosion triggers brief stock market dip. Associated Press. https://apnews.com/article/pentagon-explosion-misinformation-stock-market-aiSeitz-Wald, A., & Memoli, M. (2024, January 22). Fake Joe Biden robocall tells New Hampshire Democrats not to vote Tuesday. NBC News.  https://www.nbcnews.com/politics/2024-election/fake-joe-biden-robocall-tells-new-hampshire-democrats-not-voteSpies, S. (2020). Producers of disinformation. MediaWell. https://mediawell.ssrc.org/research-reviews/producers-of-disinformation/

Hop into the echo chamber of misinformation-information with Cassidy, Evelyn, and Isaak to learn about some common examples of bias controlling our interpretations of events. Whether in media, the news, or just everyday occurrences, your personal world view can shape how you understand something that seemingly has a definite meaning. In this episode, Cassidy, Evelyn, and Isaak discuss echo chambers created when discussing television and social media events, talking about how separate groups of people watch in a way that confirm their own beliefs. The conversation later brings in the fact that they consume political events very similarly to the aforementioned entertainment examples, leading to more damaging examples of misinformation. Be sure to tune in to see if your bias changes how you interpret their conversation!Click here to view the episode transcript. References Harford, T. (2021). Remember that misinformation can be beautiful, too. In The Data Detective : Ten Easy Rules to Make Sense of Statistics (pp. 187–205). Penguin Publishing Group.Spies, S. (2019, October 22). Contexts of Misinformation. Mediawell. https://mediawell.ssrc.org/research-reviews/contexts-of-misinformation/Spies, S. (2020, July 30). How Misinformation Spreads. Mediawell. https://mediawell.ssrc.org/research-reviews/how-misinformation-spreads/Mitchell et al (2018, June 18). Can Americans Tell Factual From Opinion Statements in the News? Pew Research Center’s Journalism Project. https://www.pewresearch.org/journalism/2018/06/18/distinguishing-between-factual-and-opinion-statements-in-the-news/ (external source)

In this episode, Bevin, Givana, and Luke discuss the concept of remixes in pop culture and media, inspired by Kirby Ferguson's YouTube video 'Everything is a Remix.' They explore how social media platforms like TikTok, Instagram, and YouTube borrow features from each other, and how this concept extends to music, art, and television. They also delve into the implications of remixing for originality and creativity, touching on the legal and ethical aspects. The conversation includes discussions on AI's role in creative processes and the potential future of remix culture.Click here to view the episode transcript.

Ryan and Emily introduce the world of virtual communities that span the vast range of social media and networking platforms that so many of us frequent every day. They talk about what exactly is a virtual community, what are they all about, what helps them function, and how they have impacts that go beyond the screen. Emily and Ryan also share some personal experiences they have with virtual communities they have been a part of and what role those communities played in their lives.Click here to view the episode transcript. ResourcesIto, M., Arum, R., Conley, D., Guttiérez, K., Kirshner, B., Livingstone, S., Michalchik, V., Penuel, W., Peppler, K., Pinkard, N., Rhodes, J., Tekinbaş, K., Schor, J., Sefton-Green, J., Watkins, S., & Blum, A. (2020). The Connected Learning Research Network: Reflections on a decade of engaged scholarship (pp. 53–62). Connected Learning Alliance.Jiang, J. (2018, November 28). Many teens say they’re constantly online – but they’re no less likely to socialize with their friends offline. Pew Research Center. https://www.pewresearch.org/short-reads/2018/11/28/teens-who-are-constantly-online-are-just-as-likely-to-socialize-with-their-friends-offline/Malik, Z., & Haidar, S. (2020). Online community development through social interaction — K-Pop stan twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. https://doi.org/10.1080/10494820.2020.1805773Lorenz, T. (2024, April 12). Is social media destroying kids mental health? [Video]. YouTube. https://www.youtube.com/watch?v=TS1wax3KjnAÜnlüsoy, A., Leander, K. M., & de Haan, M. (2021). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. E-Learning and Digital Media, 19(1), 78–92. https://doi.org/10.1177/20427530211032302 

In this podcast episode on digital literacy, hosts Nicole, Jasmine, and Alyssa discuss about how social media has changed over the years, from Myspace to today’s AI-powered platforms. They explain how social media moved from a place to connect with friends to a main source of news, where algorithms push popular content even if it’s misleading. The hosts share personal stories to show how easily people of all ages can believe false information, especially with AI creating custom feeds that reinforce what users already think. They also discuss how these platforms create “echo chambers,” where users see more of the same ideas. In the end, they stress the need for being smart online and understanding the impact of these tools.Click here to view the episode transcript. ReferencesCeylan, G., Allen, S. (2023, March 31). How social media rewards misinformation. Yale Insights.  McNeil, T. (2024, February 23). How misinformation and disinformation spread, the role of AI, and how we can guard against them. TuftsNow.  Pew Research Center. (2024, September 17). Social media and news fact sheet. Pfeifer, J. (2024, October 2). Research finds simple corrections can slow spread of misinformation online. Davidson College.  Simon, F., Altay, S., Mercier, H. (2023, October 18). Misinformation reloaded? Fears about the impact of generative AI on misinformation are overblown. Harvard Kennedy School (HKS) Misinformation Review. 

This is a recap of the last episode, Disinformation and Dysfunction: What Makes It a Lie, hosted by Liberty and Lina.Click here to view the episode transcript.

In this episode, Liberty and Lina as they explore the intricate world of disinformation, highlighting its impact during the 2020 US election and the role of social media in spreading falsehoods. They discuss the importance of media literacy, cybersecurity education in schools, and the collective responsibility of parents, students, and companies. The conversation also tackles the polarizing effects of echo chambers and the decline of neutrality in news reporting, offering insights into the broader implications and evolving landscape of media consumption.Click here to view the episode transcript. ReferencesBulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21.Mackenzie, A. & Bhatt, I. (2018). Lies, bullshit, and fake news: Some epistemological concerns. Postdigit Sci Educ, 2, 2-13. https://doi.org/10.1007/s42438-018-0025-4.Spies, S. (2020, January 22). Producers of Disinformation. MediaWell Research Review. https://mediawell.ssrc.org/research-reviews/producers-of-disinformation/

This is a recap of the last episode, Media, Monsters, and Misinformation, hosted by Cassondra and Dani.Click here to view the episode transcript.

In this podcast episode on digital literacy, hosts Dani and Cassondra discuss the concepts of misinformation and disinformation. They explain the difference between the two, emphasizing that misinformation is false information shared unintentionally, while disinformation is deliberately false. The discussion includes how the human brain processes information via selective perception and confirmation bias, citing Manjoo's work. They also touch on how age and social media usage influence the spread and debunking of misinformation. Examples like the depiction of Frankenstein in media illustrate how information can be altered and misconstrued over time.Click here to view the episode transcript. ReferencesAmerican Psychological Association. (n.d.). Misinformation and disinformation. American Psychological Association. https://www.apa.org/topics/journalism-facts/misinformation-disinformation Manjoo, F. (2008). True enough: Learning to live in a post-fact society. Hoboken, NJ: Wiley. Shelley, M. (2012). Frankenstein. London, UK: Penguin Classics. 

This is a recap of the last episode, The Power of Remix: Transforming Education and Media, hosted by Adriana, Divya, and Kat.Click here to view the episode transcript.

In this episode of the Remix Podcast, hosts Divya, Adriana, and Kat explore the concept of remixing in education and media. They discuss how remixing original content can create fresh, engaging, and effective learning experiences. The conversation touches on the importance of adapting to technological advances, the impact of social constructivism and the politics of representation in media, and the ethical considerations of data extraction. They conclude with real-world examples and insights on how remixing can foster inclusivity and better connections in the classroom. Click here to view the episode transcript. ReferencesThe Propwatch Project. (2021b, April 14). The need for critical media literacy. [Video] Youtube. https://www.youtube.com/watch?v=QKqvItx0Ipw

This is a recap of the last episode, Multimedia as a New Educational Buzzword, hosted by April and Courtney.Click here to view the episode transcript.

In this episode, April and Courtney talk about what Multimedia Learning is and how they can use it in their classrooms. April is a digital media arts teacher and Courtney is a math teacher. Throughout the podcast, they were able to compare and contrast the way they use and plan on using multimedia in their classrooms, mentioning different educational buzzwords. Also, they talked about how multimedia is used in a course like the one we’re taking. April mentioned an interesting fact about SpongeBob clips that Courtney was very surprised by. Overall, April and Courtney talked about the different presentations that multimedia learning involves.Click here to view the episode transcript. ReferencesPappas, S. (2011, September 12). SpongeBob study: Do fast-paced cartoons impair kids’ thinking? The Christian Science Monitor.

This is a recap of the last episode, Teaching like Plato, hosted by Ms. D.Click here to view the episode transcript.

In this exciting episode of Teaching Like Plato, Ms.D explores the innovative teaching methods that can be applied to the math curriculum, explicitly focusing on imagery and visual literacy and how they can enhance learning. She discusses the interconnectedness of mathematics and art, explaining how visual aids such as diagrams, memes, and student-created artwork may boost engagement, critical thinking, and inclusivity in the classroom. The episode emphasizes the importance of multisensory learning and will suggest strategies to incorporate visual literacy across all subjects to create a more accessible and inclusive learning environment!Click here to view the episode transcript. ReferencesApkon, S. (2013). The age of the image: Redefining literacy in the world of screens. New York: NY: Farrar, Straus and Giroux. Cordell, D. M. (2015). Using images to teach critical thinking skills: Visual literacy and digital photography. Santa Barbara, CA: Libraries Unlimited.Duncum, P. (2015). A journey toward an art education for wired youth. Studies in Art Education: A Journal of Issues and Research, 56(4), 295-306. https://doi.org/10.1080/00393541.2015.11518972Hays, L., & Kammer, J. (2021). Developing digital literacy in the arts for preservice teachers. New York, NY: Taylor & Francis.

Take a look at connected communities with your hosts, Cat and Shannen, on this week’s episode. Explore connected learning and its role in the classroom, virtual communities and their benefits, and each of the hosts’ own experiences with both. With examples ranging from K-Pop fans on Twitter to decision-making in crafting, you will not want to miss this one!ReferencesIto, M., Arum, R., Conley, D., Gutiérrez, K., Kirshner, B., Livingstone, S., Michalchik, V., Penuel, W., Peppler, K., Pinkard, N., Rhodes, J., Tekinbaş, K. S., Schor, J., Sefton-Green, J., & Watkins, C.S. 2020. The Connected Learning Research Network: Reflections on a Decade of Engaged Scholarship. Irvine, CA: Connected Learning Alliance.Lee, L., & Ocepek, M. G. (2023, January 3). From virtual to physical: An exploratory study on how online social networks and communities influence decision-making in Everyday Crafting. Proceedings of the 56th Hawaii International Conference on System Sciences. https://hdl.handle.net/10125/102907Malik, Z., & Haidar, S. (2020). Online community development through social interaction — K-Pop stan twitter as a community of practice. Interactive Learning Environments, 31, 733 - 751.Sibbald, S. L., Burnet, M. L., Callery, B., & Mitchell, J. I. (2022a, September 1). Building a virtual community of practice: Experience from the Canadian Foundation for Healthcare Improvement’s Policy Circle - Health Research Policy and Systems. BioMed Central. https://health-policy-systems.biomedcentral.com/articles/10.1186/s12961-022-00897-0#Sec25Stixrud, W. R., & Johnson, N. (2019). The self-driven child: The science and sense of giving your kids more control over their lives. Penguin Books.

Adelphi University students, Jada and Cassie speak about the positives and negatives of different platforms of social media in the lives of its users. This discussion addresses the argument of social media’s potential to be an addiction versus a distraction and the impact it has on students’ lives inside and outside of the classroom. What can teachers do to help in strengthening their students’ knowledge of social media? How can parents assist their children in navigating social media in a safe and responsible way? What can we do to be sensible users? These questions, and more, are discussed in this week’s episode ‘Social Media Users’ Status: Feeling Conflicted.’ReferencesGottfried, J. (2024, January 31). Americans’ social media use. Pew Research Center. https://www.pewresearch.org/internet/2024/01/31/americans-social-media-use/Orlowski, J. (Director). (2020). The Social Dilemma [Movie]. Netflix. https://www.netflix.com/watch/81254224Shearer, E. (2023, April 18). Podcasts as a source of news and information. Pew Research Center. https://www.pewresearch.org/journalism/2023/04/18/podcasts-as-a-source-of-news-and-information/ The Knowledge Project Podcast. (2021, February 16). How to get more done and avoid distractions: Nir Eyal. YouTube. https://youtu.be/1wW9Ouw4dCo?si=d0jlspI_c1J-y7l7Ünlüsoy, A., Leander, K. M., & de Haan, M. (2022). Rethinking sociocultural notions of learning in the digital era: Understanding the affordances of networked platforms. E-Learning and Digital Media, 19(1), 78–92. https://doi.org/10.1177/20427530211032302

Step into the realm of digital deception with Nada and Nick in today's riveting episode. Delve deep into the intricate maze of disinformation and its effect on our perceptions. From the political landscape to the COVID-19 pandemic, no topic is off-limits as they unravel the role of social media in perpetuating falsehoods. Make sure to tune in as this podcast is not to be missed!ReferencesBulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy. Journal of Media Literacy Education, 10(1), 1-21.Pereira, P. S., Silveira, A. D. S., & Pereira, A. (2020). Disinformation and conspiracy theories in the age of COVID-19. Frontiers in Sociology, 5, 560681. https://doi.org/10.3389/fsoc.2020.560681Shu, K., Bhattacharjee, A., Alatawi, F., Nazer, T. H., Ding, K., Karami, M., & Liu, H. (2020). Combating disinformation in a social media age. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 10(6),  https://doi.org/10.1002/widm.1385Spies, S. (2020, January 22). Producers of Disinformation. MediaWell Research Review. https://mediawell.ssrc.org/research-reviews/producers-of-disinformation/

Join two podcast hosts of questionable sanity as they dive into the world of misinformation this week on the Rose and Zach Power Hour. Marvel as they debate the beauty and pitfalls of the fake news world across the media landscape, including on social media, cable news, and the podcasting world (Podcastception!), with data provided by the Pew Research Center.ReferencesShearer, E. (2021, January 12). More than eight-in-ten Americans get news from digital devices. Pew Research Center. https://www.pewresearch.org/short-reads/2021/01/12/more-than-eight-in-ten-americans-get-news-from-digital-devices/ 

Sabrina, Mike, Tanjina and Romulo delve into thought-provoking discussions on remixes as both art and educational tools. Drawing from Ferguson’s video and Knobel and Lankshear’s work, they tackle the multifaceted role of remixing in education. Discover insights into utilizing remixing as a teaching tool and empowering students through creative expression. Tune in to unlock the potential of remixes in fostering originality and enriching the learning experience.ReferencesFerguson, K. (2023, March 21). Everything is a remix (Complete updated 2023 edition). [Video]. https://youtu.be/X9RYuvPCQUA?si=A0A_oAFpnes62vlSJames, K. (2015). Mapping critical media literacy onto iterative remix practices. In P. Schmidt & A. Lazar (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism: A tribute to Peter Mosenthal (2nd ed., pp. 125–150). Charlotte, NC: Information Age Publishing.Knobel, M., & Lankshear, C. (2008). Remix: The art and craft of Endless Hybridization. Journal of Adolescent & Adult Literacy, 52(1), 22–33. https://doi.org/10.1598/jaal.52.1.3Manioudaki, A. (2023). Vincent van Gogh copying other artists. Daily Art Magazine. Retrieved February 18, 2024, from https://www.dailyartmagazine.com/van-gogh-copy/

In this episode, Michael and Matthew sit down and have a conversation about Multimedia. They looked at what multimedia consists of and how it can be utilized in different classroom settings to address individual students' learning needs. They also talked about how multimedia can be seen or used in everyday life, and gave their predictions on its exciting future. ReferencesBagley, D. (2023, October 30). The power of interactive notebooks. Studies Weekly. https://www.studiesweekly.com/the-power-of-interactive-notebooks/Center for Teaching & Learning. (n.d.). Explore multimedia & flipping the classroom. Digital Learning & Innovation. https://www.bu.edu/dli/what-we-do/teach-with-technology/explore-multimedia-flipping-the-classroom/ Noobzmedia. (2023, December 28). The future of multimedia: Emerging trends to watch in 2024. Medium. https://noobzmedia.medium.com/the-future-of-multimedia-emerging-trends-to-watch-in-2024-noobzmedia-com-768edc4ae45f 

In this podcast, Jillian, Justin, and Giovanni discuss what digital literacy is, Virtual Communities, and the importance of teaching safety when it comes to kids and technology. ReferencesMallon, M. (2020, September 3). Megan Mallon. Leading Lines. https://leadinglinespod.com/episodes/episode-71megan-mallon/ Ito, M., Arum, R., Conley, D., Gutiérrez, K., Kirshner, B., Livingstone, S., … S. Craig Watkins. (2020). The Connected Learning Research Network: Reflections on a decade of engaged scholarship. Irvine, CA. Retrieved from https://clalliance.org/publications/ Malik, Z., & Haidar, S. (2020). Online community development through social interaction — K-Pop stan Twitter as a community of practice. Interactive Learning Environments, 31(2), 733–751. http://doi.org/10.1080/10494820.2020.1805773Sun, Q., & Zhu, Y. (2022, July 19). Teaching analysis for visual communication design with the perspective of digital technology. Computational and mathematical methods in medicine. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9325565/

In this week's episode, Kyle and Ashley dive into a discussion on disinformation. What is it and how is it different than misinformation? Do the words “fake news” and “voter fraud” ring a bell? How is it spread and by whom? Your favorite social media influencer may be an offender. And what can we do about it? Kyle and Ashley examine the 2016 and 2020 election and how disinformation was used as a tactic to sway political outcomes. The Palestinian-Israeli conflict is briefly examined as a new hurdle in the battle against disinformation. Pulling on research from Geoff Nunberg from NPR and Samuel Spies’ research on Producers of Disinformation, Reality Check is sure to break it all down for you this week. We hope that you enjoy!ReferencesNunberg, G. (2019, December 30). 'Disinformation' is the Word of the Year — and a sign of what's to come. NPR. https://www.npr.org/2019/12/30/790144099/disinformation-is-the-word-of-the-year-and-a-sign-of-what-s-to-comeSpies, S. (2020). Producers of disinformation. MediaWell. https://mediawell.ssrc.org/research-reviews/producers-of-disinformation/ 

On this episode of The Misinformation Station, hosts Joshua, Luca, and Victoria discuss the topic of Misinformation and how it relates to echo chambers, filter bubbles, and confirmation bias. They speak on events such as PizzaGate, Nationwide Emergency Alert, and the COVID-19 pandemic. The group questions the extent of the effects of misinformation, social media’s role in amplifying this spread, and how misinformation can lead to skepticism. Their discussion highlights the importance of researching from credible sources and being digitally literate. ReferencesSpies, S. (2019, October 22). Contexts of misinformation. MediaWell. https://mediawell.ssrc.org/research-reviews/contexts-of-misinformation/Spies, S. (2020, July 30). How misinformation spreads. MediaWell. https://mediawell.ssrc.org/research-reviews/how-misinformation-spreads/Veritasium. (2016, August 11). Is most published research wrong? [Video]. YouTube. https://youtu.be/42QuXLucH3Q?si=xPmdzL4TyCP3GbZK

Sareem and Caroline discuss remixing and how it affects and influences modern arts, music, movies, and gaming. They discuss their own experiences with remixing to develop their artistic style and the development of AI generated images and technologies while considering the risks of AI in our society and how it can affect the development of young artists.ReferencesEverything is a Remix (Complete Updated 2023 Edition). (n.d.). Youtube. Retrieved September 26, 2023

This week, your hosts go into what multimedia is and how it can help benefit the classroom. They look into its many principles and some tips and tricks on how to master this beneficial topic. They go into more detail on the science behind it and how sometimes, this teaching method could actually hurt students instead of help. But have no fear! Your hosts go into how you can successfully use multimedia to grab your students attention and create an interesting and captivating lesson! ReferencesEnglish, L. (2023, April 25). How to use multimedia effectively in your classroom? Learn Laugh Speak Retrieved from: https://learnlaughspeak.com/how-to-use-multimedia-effectively-in-your-classroom/Hung, Aaron. (2023, September 5). What is multimedia learning? Hung, Aaron. (2023, September 11). Multimedia Principle. Hung, Aaron. (2023, September 18). Coherence Principle.Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge, England: Cambridge University Press. 

Join Gaby and Liv as they explore the dynamic fusion of digital literacy and visual storytelling. They dive into the power of images, dissect digital art, and unravel the responsibilities of digital citizenship, speaking on their own experiences both as students and future educators. Discover how images enhance education and learn valuable resources to boost your digital imagery skills. Embark on a creative journey that blends art, technology, and critical thinking. Tune in for captivating discussions on the art of the digital age!ReferencesBunt, B. (2011, June 11). LeWitt. Brogan Bunt. Retrieved from: https://broganbunt.net.Harrison, K. (n.d.). What is visual literacy? Retrieved from: https://visualliteracytoday.org.Lopes, D. (2009). From the author’s perspective: A philosophy of computer art. American Society for Aesthetics. Retrieved from: https://aesthetics-online.org/page/LopesComputer.McCorduck, P. (n.d.). Aaron's code: Meta-art, artificial intelligence and the work of Harold Cohen. {Software} Structures. Retrieved  from: https://artport.whitney.org.Taylor, G. D. (2001). The machine that made science art: The troubled history of computer art 1983-1989 [Thesis, The University of Western Australia]. Leonardo. https://leonardo.info/leonardo-abstracts-service.Thompson, D. S. (2019). Teaching students to critically read digital images: A visual literacy approach using the DIG method. Journal of Visual Literacy, 38(1-2), 110-119. https://doi.org/10.1080/105114x.2018.1564604.

For this week's podcast, Tonianne, Kayla, and Samantha discuss the importance of connected learning and the strides made in today's educational climate! They refer to the levels of connected learning between relationships, diversity, and personal experiences. "The Connected Learning Research Network" focuses on the importance of the classroom and the desire to create a safe space for individual student relationships. The three also discuss the young students mentioned in the reading and the importance of their experiences. They all agree that even though it's a work in progress, Connected Learning is fundamental to the development of every student.ReferencesConnected Learning Alliance (2018). About connected learning. Retrieved December 5, 2022, Retrieved from https://clalliance.org/about-connected-learning/  Ito, M., Arum, R., Conley, D., Guttiérez, K., Kirshner, B., Livingstone, S., Michalchik, V., Penuel, W., Peppler, K., Pinkard, N., Rhodes, J., Salen Tekinbaş, K., Schor, J., Sefton-Green, J., & Craig Watkins, S. (2020). The Connected Learning Research Network: Reflections on a Decade of Engaged Scholarship. Irvine, CA: Connected Learning Alliance.

In this bonus podcast, Lauren, Brianna and Michelle dive into social media and education. They focus on the positives and negatives of Twitter and its use in the classroom referencing both the Tang and Hew article and the Twittering About Learning article. Referring to the Megan Mallon podcast, they talk about why digital literacy and digital citizenship is important. Then they add in pieces of their own personal experiences with Twitter and social media as a whole. To end off the podcast, they talk about how they have experienced social media use in the classroom in the past.ReferencesKurtz, J. (2008, November 30). Twittering about learning: Using Twitter in an elementary school classroom. https://eric.ed.gov/?id=EJ859276 Mallon, M., & Mallon, M. (Hosts). (2020, January 20). Megan Mallon [Episode 71]. In Leading Lines. Tang, Y., & Hew, K. F. (2017). Using Twitter for education: Beneficial or simply a waste of time? Computers & Education, 106, 97-118. http://dx.doi.org/10.1016/j.compedu.2016.12.004

On this week’s podcast Victoria, Metin, and Stephanie explore the positives and negatives of using social media in the classroom, as well as the impact it has had on art education.  While social media continues to evolve and shape the lives of students, educators have started to incorporate it into their lessons as a way to make learning relevant and engaging. In doing so, certain challenges have surfaced. During their discussion, they provide insight from the perspectives of elementary and secondary teachers by sharing personal anecdotes from their own experiences as teachers.ReferencesGreenhow, C., & Lewin, C. (2016). Social media and education: reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6-30. http://dx.doi.org/10.1080/17439884.2015.1064954 McDaniel, R. (2016-Present). Leading Lines [Audio podcast]. Vanderbilt Center for Teaching and The Jean and Alexander Heard Libraries. https://leadinglinespod.com/ Tang, Y., & Hew, K. F. (2017). Using Twitter for education: Beneficial or simply a waste of time? Computers & Education, 106, 97-118. http://dx.doi.org/10.1016/j.compedu.2016.12.004 

Have you ever felt your phone vibrate but there were no notifications? Has someone ever told you that you are addicted to social media? In this week’s podcast, Lauren, Brianna, and Michelle dive into addiction and its relation to social media. They start off diving a little bit into their own social media usage. They then reference Boyd’s article and talk about why teens seem to have “less freedom” than ever before and mention how the “addiction” relates to phantom vibration syndrome. To end the conversation, they tie in the “Social Dilemma” documentary on Netflix and Feifer’s “You are not “addicted” to social media” podcast.Referencesboyd, d. (2014). It’s complicated: The social lives of networked teens. New Haven, CT: Yale University Press.Feifer, J. (Host). (2021, May 27). You are not “addicted” to technology. (No. 41). [Audio podcast episode].  In Build for tomorrow. https://www.jasonfeifer.com/episode/you-are-not-addicted-to-technology/Orlowski , J. (Director) (2020) The social dilemma [Documentary]. Exposure Labs. https://netflix.com/title/81254224 Seeker. (2014, July 28). Why Do We Feel Phantom Phone Vibrations? [Video]. YouTube. https://youtu.be/JnyXzgR_pAo

Have you ever been a victim of fake news? This week’s episode focuses on the topic of disinformation on the internet. The J-Birds (Jazmyn, John, and Joe,) dig deep into different producers of disinformation, their motives behind creating such content and then address ways to combat the spread of disinformation from the classroom to your daily life.ReferencesBulger, M., & Davison, P. (2018). The Promises, Challenges, and Futures of Media Literacy. Journal of Media Literacy Education, 10(1), 1–21. https://doi.org/10.23860/jmle-2018-10-1-1Spies, S. (2020, February 13). Producers of Disinformation - Version 1.2, V1.1.MediaWell, Social Science Research Council. https://mediawell.ssrc.org/literature-reviews/producers-of-disinformation/versions/1-1/TEDx Talks. (2021, April 29). How to recognize disinformation and how to stop it | Deb Lavoy | TEDxAtlanta [Video]. YouTube. Retrieved October 19, 2022, from https://www.youtube.com/watch?v=1ubPQm63_7c

Alexandra, Noelle and Jen discuss the phenomenon of selective perception and how it causes social media users to not only believe faulty information but to also spread it.  Using this week’s readings by Spies as a springboard, as well as the video on Selective Perception and a blog post by Harvard's Program on Negotiation, the trio explores the difference between misinformation and disinformation, selective perception and how it relates to echo chamber effects, the inconclusive research currently out there regarding how and why misinformation spreads and finally, what educators and even private citizens can do to stop the spread without entirely jeopardizing the public’s faith in the media.ReferencesHung, A. C. Y. (2021, October 5). Selective perception [Video]. Youtube. PON Staff. (2019, November 26th). The anchoring effect and it can impact your negotiation [The anchoring effect is a cognitive bias that describes the common human tendency to rely too heavily on the first piece of information offered]. Retrieved from https://www.pon.harvard.edu/daily/negotiation-skills-daily/the-drawbacks-of-goals/Spies, S. (2020, April 29). Contexts of misinformation. Mediawell. https://mediawell.ssrc.org/literature-reviews/contexts-of-misinformation/versions/1-1/Spies, S. (2020, July 20). How misinformation spreads. Mediawell. https://mediawell.ssrc.org/literature-reviews/how-misinformation-spreads/versions/1-0/ Schmidt, P. R., & Lazar, A. (2016). CHAPTER 5: Mapping Critical Media Literacy onto Iterative Remix Practice. In Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism. Information Age Publishing, Incorporated.

When thinking about the word “remix” what comes to mind? For Samantha and Janine, they first focused on songs but explored books, writings, images and movies as all remixes. Looking at Ferguson Everything is a remix video online, James remix practice article, as well as “Is originality dead?” podcast from the art of education university online. Using these, we focused on explaining what remix culture is and how useful or harming copying/remixing is in society and in teaching.Tim Bogatz, Andrew McCormick (2015). Is Originality Dead?: Ep. 001. The Art of Education University. https://theartofeducation.edu/podcasts/episode-001-the-origins-of-art/#transcript

In today’s episode with Amanda and Sam, they discuss the importance of Connected Learning and how it will relate to educators and their classrooms. While they are both physical education teachers, stay tuned while they discuss different ways Connected Learning can be used to help promote a healthy lifestyle. Ever hear of the “4C’s” or “learning styles”? Yeah? In today's episode they also discuss the Tesia Marshik TED Talk based on Learning styles & the importance of critical self-reflection as well as Soule and Warrick’s article related to the importance of the 21st century “survival skills.” Tune in to find out their take on connected learning and how they will incorporate connected learning to their world/ how you can too!ReferencesIto et al. (2020) The Connected Learning Research Network: Reflections on a decade of engaged scholarship. Irvine, CA: Connected Learning Alliance.Marshik, T. (2015, April) Learning styles & the importance of critical self-reflection [Video] TED Conferences. https://youtu.be/855Now8h5Rs. Soulé, H., & Warrick, T. (2015). Defining 21st century readiness for all students: What we know and how to get there. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 178–186. http://doi.org/10.1037/aca0000017.