The Pedagogical Potential of Video Remix

Abstract

AbstractAppropriation, transformation and remix are increasingly recognized as significant aspects of digital literacy. This article considers how one form of digital remix – the video remix – might be used in classrooms to introduce critical conversations about representation, appropriation, creativity and copyright. The first half of the article explores the opportunities that remix presents to reflect on mainstream media ideologies, emerging modes of collaborative creativity, and the complexities of intellectual property. The second half illustrates this potential by examining the use of one popular video remix, Buffy vs. Edward, in a secondary school English class and an undergraduate popular culture course. Throughout, the article argues that critical discussion of digital texts and practices opens up the possibilities for students to analyze their everyday lived media experience. This is an important undertaking in a context in which young people's identities and world views are increasingly shaped through digital texts and interactions.