Damiana Gibbons Pyles

  • Assistant Professor
  • Curriculum and Instruction , ASU
  • pylesdg@appstate.edu
  • 828-262-2277
  • 220C College of Education
  • Boone NC 28608

RECAPP 2019 Award Winner. Dr. Damiana Gibbons Pyles is an Assistant Professor at Appalachian State University in Media Studies in Curriculum and Instruction. She currently teaches courses in media literacy and production, in particular, Teaching and Learning in the Digital Age, Instructional Technology, and Media Image, Influence, and Identity, and she will teach a Gen Ed course entitled Narrative, New Media, and Gaming starting Fall 2015. She holds a Ph.d in Literacy Studies from the University of Wisconsin-Madison where she was a member of the Games and Learning Society research group. Her research focuses on ethics in youth media production, identity, and media literacy practices with young people. Also, she has created and published on an analytic methodology called multimodal microanalysis to understand the media products young people create. She is continuing to develop the concept of rural media literacy, and she is working on research in teaching preservice teachers how to teach using traditional and emerging media as well as studying literacy practices in rural schools.

There are 7 included publications by Damiana Gibbons Pyles :

TitleDateViewsBrief Description
Conceptualizing Identity In Youth Media Arts Organizations: A Comparative Study 2009 5 In this article the authors explore the relationship between concepts of identity and the purpose, process, and products of youth media arts organizations. Since the explicit mission of these organizations is to work with adolescents to explore and r...
Developing An Ethics Of Youth Media Production Using Media Literacy, Identity, & Modality 2012 240 This critical, theoretical paper conceptualizes what determines an ethics for youth media production. Through discussions of medialiteracy, identity, and multimodality, I attempt to shift the question away from “What are the ethical ways in which you...
"Just Like I Have Felt": Multimodal Counternarratives In Youth-Produced Digital Media 2010 26 A key concept that we introduce and develop in this article is multimodal counternarrative, the way in which individuals employ multiple modes of representation to push back against oppressive master narratives. In order to identify and analyze this ...
"Key Moments" As Pedagogical Windows Into The Video Production Process 2010 4 In this article, we trace learning across the digital video production process through case studies with four youth media arts organizations (YMAOs) across the United States. We hypothesize that what these organizations share is a series of key momen...
Scientific Literacy In The Wild: Using Multimodal Texts In And Out Of School 2018 17 Building a better public education system for our children begins with providing students with real-world learning experiences from the very beginning. To this end, the authors explored how two kindergarten teachers scaffolded scientific literacy lea...
Tracing The Paths Of Moving Artifacts In Youth Media Production 2010 3 Using a theoretical grounding in social semiotics, chronotopes, and social spaces with youth, I will discuss how identities are made possible and expressed in the interplay between the different parts of the youth video production process as youth ar...
What Makes A Youth-Produced Film Good? The Youth Audience Perspective 2012 2 In this article, we explore how youth audiences evaluate the quality of youth-produced films. Our interest stems from a dearth of ways to measure the quality of what youth produce in artistic production processes. As a result, making art in formal le...