Digital Natives: A demographic group comprising individuals who are born or brought up during the age of digital technology and are therefore familiar with computers and the internet from an early age.
Play: The capacity to experiment with one's surroundings as a form of problem-solving
Performance: The ability to adopt alternative identities for the purpose of improvisation and discovery
Simulation: The ability to interpret and construct dynamic models of real-world processes
Appropriation: The ability to meaningfully sample and remix media content
Multitasking: The ability to scan one's environment and shift focus as needed to salient details
Collective intelligence: The ability to pool knowledge and compare notes with others toward a common goal
Judgement: The ability to evaluate the reliability and credibility of different information sources
Transmedia navigation: The ability to follow the flow of stories and information across multiple modalities
Networking: The ability to search for, synthesize, and disseminate information
Negotiation: The ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
Multiplier: An alternative definition of the ‘media consumer’. Acknowledges how in the digital age, audiences are no longer passive. They add value to the media artefact by involving others (e.g. remixing). They multiply value in collective acts of construction (e.g. wikis). They further multiply by using their connections and networks to publicise innovation (e.g. sharing).
Generation Y: Rapid embrace of new technology
Generation Z: The first generation born into a digital world hence an alternative name for generation Z: digital natives. Generation Z is different, "a move away from the past decade's rampant materialism, a stronger emphasis on social justice and a generation of highly educated, technologically savvy, innovative thinkers.”
Generation Alpha: Loosely defined as those children born after 2010. However, a child born after 2005 could easily be considered alpha since their lives are completely digital and much different to the child born in 1991, before mainstream internet. As this new generation has smartphones in their hands from day one, they are likely to live and learn quite differently from generations that came before them.
360 degree commissioning: 360 means programmes are not just on our TV screens, but online and on mobile. Television programmes are now designed for multi-platform delivery while retaining high quality content and output.
Spreadable media is media which travels across media platforms at least in part because the people take it in their own hands and share it with their social networks.
Case study: The Harry Potter Alliance
The Harry Potter Alliance makes activism very accessible to fans of the Harry Potter book series.
Preparing for TV production
Applying for a role
To give me and the rest of my class a better experience of what happens before a TV production, we were all required to write application letters for the roles we wanted. I wanted to be one of the three camera operators, and I decided to use my experience of planning shots and using cameras that I had gained from the horror film project.
If you want to read my application letter, press the button below.
Preparing the VTs
One of the important things that had to be done in preparation for the production was to make all the VTs, or pre-made video clips that would be shown at various points during the production. These include an intro video, a 'sting' (a short clip which is played to allow time for the cameras to move into place), a list of things needed, and the credits that are to be shown at the end of the production. Before starting the project, I already knew how to make some simple animated graphics, so I decided to make the VTs for this production. The graphics revolve around a theme of Easter, and they all have a easter basket with a moving bunny inside to hopefully not make the VTs too boring. I decided on the name and the logo, which my group were quite happy to use.
I only knew how to make visual graphics, so my group decided to leave the audio aspect of the VTs to the sound mixer, who might know a bit about making music for the VTs.
Below are links to the VTs that I have made, without any audio.