MonCoin, which means “MyCorner” in English, is a research project that investigates the practical, curricular, and theoretical implications of teaching and learning using mobile and social media in the visual arts classroom. In the last five years, Concordia Art Education researchers have collaborated with secondary school art educators and over 200 secondary students in four different French and English language after-school and in-school programs. Our objective is to design, test, and develop a visual art curriculum using mobile media (e.g. smartphones and tablets) and social media (e.g. Instagram) to connect students to their schools, surroundings and each other. Our data analysis has already yielded insights into the potentials and pitfalls of using mobile media in schools. In terms of civic engagement we found that youth were initially more interested in learning how to make “good-looking” images, and once they were technically confident some used their images to look critically at their civic environments (Pariser, Castro, Lalonde, 2016). We also found that youth are invested in constructing their identity online through the multimodal documentation of the physical and temporal spaces of the everyday (Lalonde, Castro, Pariser, 2016). Further, the use of mobile media was initially hypothesized as a means for engaging at-risk youth outside of school, only to find that, when given the choice of where they could move and meet, participants expressly sought out opportunities to be together in school (Castro, Lalonde, Pariser, 2016). We have also shown how mobile media can be used to amplify peer-learning and educational engagement (Akbari, et al., 2016). In our final phase of data analysis we are investigating ways that art educators can use mobile and social media to shift students' social relationships, and enhance teaching and learning in art classrooms through the use of mobile and social media.
Akbari, E., Castro, J.C., Lalonde, M., Moreno, L. &Pariser, D. (2016). “This allowed us to see what others were thinking”: Curriculum for Peer-Initiated Learning in Art. Art Education. 69(5), 20-25.
Castro, J.C., Lalonde, M., &Pariser, D. (2016). Understanding the (im)mobilities of engaging at-risk youth through art and mobile media. Studies in Art Education. 57(3), 238-251.
Lalonde, M., Castro, J.C., Pariser, D. (2016) Identity tableaux: Multimodal contextual constructions of adolescent identity. Visual Art Research. 42(1), 38-55.
Pariser, D., Castro, J.C., Lalonde, M., (2016). Investigating at-risk youth visually examining their communities through mobilities, aesthetics and civic engagement. International Journal of Education Through Art. 12(2), 211-225.