Re‐mixing multimodal resources: multiliteracies and digital production in Norwegian media education

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Abstract
Youngsters are increasingly using digital technologies through participation in informal settings. Schools, however, seem to be struggling with implementing digital technologies into formal school activities. With the impact of digital technologies, media education can be seen as an increasingly important ‘transactional learning space’ between school‐based education and leisure activities among youth. Our analysis in this article is grounded in the framework of media learning and multiliteracies, focusing particularly on the re‐mixing of available semiotic resources downloaded from the Internet. We are interested in media production as a key defining component of the Norwegian media curriculum, especially how digital media and the Internet create new affordances that affect how students work on creative media production. We analyse interactional data from two school settings and discuss some of the implications of the main findings for broader current issues in Norwegian education, with an emphasis on digital literacy.

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