Rebecca Reynolds

Media and Social Science Research consultant

I have a Ph.D. in Mass Communications from the Newhouse School at Syracuse University. I now work as a media research consultant, and am presently running the research for a non-profit in NYC, working on performance evaluation and case studies of children's use of innovative Web 2.0 technology for learning 21st Century skills, and Flash game design.

While my official degree is in Mass Communication, I'm really a learning theorist at heart, and I conduct interdisciplinary research on digital literacy development, use of Web 2.0 technologies for learning, and 21st Century skills.

I'm available as a new media research consultant, and also available as a tutor, guest lecturer, and adjunct instructor in any related academic context. I have taught undergraduates and graduates students in the academic area of Journalism and Mass Communications, focusing on theory and applied research methods, and I teach classes in Web 2.0 learning.

I am also very interested in researching individual and group processes and outcomes resulting from the use of this web service!

Due to the active, constructive nature of new media technologies, I believe that to develop new theories on individuals' and groups' use of new media, without addressing the learning and development that occurs as this happens, is largely missing the point. So, I think and hope my area of research bridging mass comm, information studies and education will be relevant to the new directions in which Mass Communication is heading into the future...

In my doctoral dissertation, I used the "design-based research method" to explore children's interest development and digital literacy development during their Constructionist use of PC technologies presently available in school settings. Young students in my year-long computer club engaged in online inquiry around a subject of their own interest, created digital storyboards of their ideas and findings, and then worked in teams to create a digital video mashup of each team member's online research findings. In the mashup, students developed logical narratives that were meant to tie all the ideas together into a story with a beginning, middle, and end.

My findings indicated that in this Constructionist educational context, students triggered new interests, advanced existing individual interests, advanced their digital literacy, and developed narrative skills in storytelling. Several of these findings appeared to be caused by the specific instructional design choices made in situ. Findings indicated that students' interest development and motivation for learning in this context are driven by both their motivation toward the subject of their research, as well as their expertise in using technological tools for creation about the subject. The digital creation process enhances motivation for learning. Therefore, adequate support for students' motivated, self-driven PROJECT-BASED learning must "scaffold" for both their interest in the given knowledge domain, and the development of their technology expertise.

The findings outlined in my dissertation contribute to the fields of education, information science, as well as mass communications.

Prior to graduate school, I worked for six years as an internet marketing manager in Boston for the dot-com companies ZDNet Ziff Davis, Pearson's FamilyEducation Network, Peoplestreet, and Techtarget. I graduated from Tufts University with a BA degree in Sociology, and I also have an MA in Media Studies from Newhouse, completed before earning my Ph.D.

I'm available as a new media research consultant, and also available as a tutor, guest lecturer, and adjunct instructor in any related academic context. I have taught undergraduates and graduates students in the academic area of Journalism and Mass Communications, focusing on theory and applied research methods, and I teach classes in Web 2.0 learning.

I am also very interested in researching individual and group processes and outcomes resulting from the use of this web service!