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 New,The Oxford Handbook of Social Media and Music Learning

  • Editor: Horsley, Stephanie
  • Editor: Veblen, Kari K.
  • Editor: Waldron, Janice L.

Book

$164.50

Usually despatched in 5 - 7 working days

Contents

  • Foreword
  • Huib Schippers
  • Introduction
  • Why Should We Care About Social Media?
  • Janice L. Waldron, Stephanie Horsley, & Kari K.Veblen
  • Part I. Community Identity and Social Media
  • 1. Social Media and Theoretical Approaches to Music Learning in Networked Communities
  • Janice L. Waldron
  • 2. Envisioning Pedagogical Possibilities of Social Media and Sonic Participatory Cultures
  • Evan S. Tobias
  • 3. Application of Affinity Space Characteristics in Music Education
  • Jared O'Leary
  • 4. Creating Multiple Sites of Engagement for Music Learning
  • Jonathan Savage
  • Reflections from the Field of New Media and Sociology: Networked Music Learning
  • Somrita Ganchoudhuri & Barry Wellman
  • 5. Diaspora, Transnational Networks, and Socially-Mediated Musical Belonging
  • John O'Flynn
  • Part II: Convergent Music Making and Social Media
  • 6. 21st-Century Implications for Media Literacy and Music Education
  • Daniel A. Walzer
  • 7. Online Collaboration in Supporting Music Teaching and Learning
  • Radio Cremata & Bryan Powell
  • 8. Swedish Hip-Hop Youth Association The Movement Goes Online
  • Alexandra Soderman & Johan Soderman
  • 9. The Disquiet Junto as an Online Community of Practice
  • Ethan Hein
  • Reports From the Field: Genres of Classical Music
  • 10. Building a New Social Contract for Community Engagement Through Music Virtual Hangouts
  • Patrick Schmidt
  • 11. The Multiple Affordances of Social Media for Classical Composers
  • Heidi Partti
  • Reports From the Field: Genres of Popular Music
  • 12. Confessions of a Facebook Punk or How Not To Do Social Media
  • Gareth Dylan Smith
  • 13. Learning to Play the Guitar with the Novaxe Online Learning Platform
  • Anne-Marie Burns & Caroline Traube
  • Reports From the Field: Supportive Networks
  • 14. Connect Resound as a Support for Music Making in Rural England
  • Andrew King, Helen M. Prior, & Caroline Waddington-Jones
  • 15. Vini Ansanm Come Together for Inclusive Community Music Development in Port Au Prince, Haiti Gertrude Bien-Aime
  • Donald DeVito, Hannah Ehrli, & Jamie Schumacher
  • Part III: Musical Identity and Social Media
  • 16. Feminist Cyber-Artivism, Musicing, and Teaching and Learning
  • Marissa Silverman
  • 17. A Content Analysis of Creating and Curating a Musical Identity on Social Media
  • Julie Derges Kastner
  • 18. Cultivating Meaningful Personal Learning Networks in an Era of Multimodal and Globalized Music Learning and Education
  • Deanna C. C. Peluso
  • 19. Musical (Dis)Empowerment in the Digital Age?
  • Ketil Thorgersen
  • 20. Learning by Lip-Synching
  • Patricia G. Lange
  • 21. Fanception and Musical Fan Activity on YouTube
  • Christopher Cayari
  • Reflections from the Field of Communications and Anthropology:
  • Learning to Dream and Dreaming to Learn
  • Patricia G. Lange
  • Part IV: Continuity and Change in Teaching and Learning Through Social Media
  • 22. Social and Informational Affordances of Social Media in Music Learning and Teaching
  • Anabel Quan-Haase
  • 23. Tradition, Vernacularism, and Learning to be a Folk Musician with Social Media
  • Simon Keegan-Phipps & Lucy Wright
  • 24. Ethnomusicology, Music Education, and the Power and Limitations of Social Media
  • David G. Hebert & Sean Williams
  • 25. New Materiality and Young People's Connectedness Across Online and Offline Life Spaces
  • Susan O'Neill
  • Reflections from the Field of Communications:
  • Weird Materiality
  • Jeremy Hunsinger
  • 26. Learning from Japanese Vocaloid Hatsune Miku
  • Matthew D. Thibeault & Koji Matsunobu
  • 27. Children's Musical Play in a Digital Era
  • Kari K. Veblen & Nathan B. Kruse
  • Part V: Provocations and Social Media
  • 28. Social Media, Social Justice, and Music Learning
  • Joseph Abramo
  • 29. Can the Disabled Musician Sing? Songs, Stories, and Identities of Disabled Persons In/Through/With Social Media
  • adam patrick bell & Jesse Rathgeber
  • 30. Nurturing Vulnerability to Develop Pedagogical Change Through MOOC Participation and Public Blogging
  • James Humberstone, Catherine Zhao, & Danny Liu
  • 31. The Good, The Bad, and The Ugly of Social Media in Music Education
  • Vincent C. Bates & Daniel J. Shevock
  • 32. Educating Musical Prosumers for the Economic Conditions of the 21st Century
  • Lauri Vakava
  • 33. Creativity and Commerce in Social Media, Digital Technology and Music Education
  • David Lines
  • Afterword
  • Janice L. Waldron, Stephanie Horsley, & Kari K. Veblen
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