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Young people spend more hours on screen and face a broad range of media, from videos and infographics to social platforms that enable open-ended sharing and content creation. The paper examines how media production complements message interpretation amid ads, political messaging, and fake news, and reviews program models that use youth-centered production to build competencies when schools lack tools and teacher expertise.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teens-in-a-digital-desert-digital-media-literacy-in-an-arizona-ost-program/590926/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teens-in-a-digital-desert-digital-media-literacy-in-an-arizona-ost-program/590926.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why has the need for digital media literacy grown during and after COVID-19?","Question",{"text":112,"@type":113},"Digital learning expanded both in and out of school during the pandemic, intensifying the need for skills to use technology, consume information intelligently, and create and share digital media.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do social media and smartphones change youth media participation?",{"text":117,"@type":113},"Open-access platforms enable free hosting and sharing, while smartphones act as mini production studios with microphones, cameras, editing ability, and instant distribution tools.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges prevent many schools from teaching digital media literacy through production?",{"text":121,"@type":113},"Many schools lack access to recording and editing technology and have teachers who are not skilled in digital media production, while standardized testing environments often restrict technology use.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590926,1792188602,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Teens in a Digital Desert  \nDigital Media Literacy in an Arizona OST Program  \nAndrew Bernier and Rick H. Fowler  \nThe education landscape, both in and out of school, has shifted dramatically, during the COVID-19 pandemic, to digital learning. This shift has compounded the need for digital media literacy, a wide-ranging and often-changing concept that encompasses the competence to use technical equipment, intelligently consume and process information, and create and share digital media (Heitin, 2016). Even as young people spend more hours in front of a screen than before, they are subjected to more media applications and outlets, from podcasts to videos, pictures, and infographics. These diverse media options are a rich digital landscape for youth to navigate and to which they can potentially contribute.  \nOpen-access social media, such as YouTube and Instagram, enable free and nearly limitless content hosting and sharing. Young people use these resources to share ideas and even create school projects. Perhaps the biggest evolution of multimedia is that most adolescents now have mini production studios in their pockets. Their smartphones have microphones, cameras, and basic media editing ability, along within-app buttons for instant content sharing. Creation and distribution of media is no longer constrained by exorbitant equipment costs or studio access. From being a one-way street of consumption of television  \nANDREW BERNIER, PhD, is the editorial instructional manager of SPOT 127 Youth Media Center, a service of Rio Salado College, Tempe, Arizona. He is also a faculty associate and former postdoctoral research ellow at Arizona State University. He began his career as a secondary STEM teacher.  \nRICK H. FOWLER, MEd, is an instructional facilitator of SPOT 127 Youth Media Center. He is also an adjunct faculty member in a number of postsecondary audio production programs and an avid digital media content producer.  \nPhoto: SPOT 127 Youth Media Center, a service of Rio Salado College, Tempe, Arizona  \nor radio broadcasts, media participation has become a two-way street.  \nIntermixed with the media friends, family, and now teachers share with teens are advertisements, political messages, and sometimes inaccurate information. As commercial and political interests increase media bias and as “fake news” has become a consistent slogan, both adults and young people struggle to interpret media messages. Media educators and academics have argued that media production is as critical a component of digital literacy as is the deciphering of messages (Buckingham, 2003) .  \nPrograms that have risen to the call to foster digital media literacy through media production range from career pathway development and journalism training to engagement of underserved youth in community service projects. Many organizations cover all of these characteristics in ways that respect the needs of their communities and host institutions, as we learned in conversations with them when we were building our own program. Radio Rookies, for example, is an afterschool and summer program out of National Public Radio affiliate WNYC in New York City. Dayton Youth Radio, part of radio station WYSO, offers workshops in schools. RadioActive, a program of KUOW in Seattle, hires youth to serve in media production posts, as does independent YR Media in the San Francisco area. BAYCAT, also in San Francisco, offers afterschool programming.  \nOur program, SPOT 127 in Phoenix, Arizona, also fosters digital literacy through multimedia production. SPOT 127 facilitates semester-long courses twice a week, offers summer boot camps and continuing courses over the summer, and provides in-school workshops. This article describes how SPOT 127 helps fill the void left by most schools’ inability to teach digital media literacy by empowering participants to create their own digital media products.  \nDigital Media Literacy as a 21st Century Skill  \nEver since digital media production emerge","cbCaivPpMhl894bB","https://ap.wps.com/l/cbCaivPpMhl894bB","pdf",138192,"English","# Digital Media Literacy and the Shift to Digital Learning\n## Access, Creation, and the Two-Way Media Landscape\n## Barriers in Schools and the Need for Media Production\n## Program Models and SPOT 127’s Approach","[{\"question\":\"Why has the need for digital media literacy grown during and after COVID-19?\",\"answer\":\"Digital learning expanded both in and out of school during the pandemic, intensifying the need for skills to use technology, consume information intelligently, and create and share digital media.\"},{\"question\":\"How do social media and smartphones change youth media participation?\",\"answer\":\"Open-access platforms enable free hosting and sharing, while smartphones act as mini production studios with microphones, cameras, editing ability, and instant distribution tools.\"},{\"question\":\"What challenges prevent many schools from teaching digital media literacy through production?\",\"answer\":\"Many schools lack access to recording and editing technology and have teachers who are not skilled in digital media production, while standardized testing environments often restrict technology use.\"}]","Teens in a Digital Desert - Digital Media Literacy in an Arizona OST Program | PDF",1792070741]