Michael Dezuanni Michael Dezuanni i(9157236 works by)
Gender: Male
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Works By

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1 y separately published work icon Social Reading Cultures on BookTube, Bookstagram and BookTok Bronwyn Reddan , L. M. Rutherford , Amy Schoonens , Michael Dezuanni , Abingdon : Routledge , 2024 28229225 2024 single work criticism

'This book examines the reading cultures developed by communities of readers and book lovers on BookTube, Bookstagram, and BookTok as an increasingly important influence on contemporary book and literary culture. It explores how the affordances of social media platforms invite readers to participate in social reading communities and engage in creative and curatorial practices that express their identity as readers and book lovers.

'The interdisciplinary team of authors argue that by creating new opportunities for readers to engage in social reading practices, bookish social media has elevated the agency and visibility of readers and book consumers within literary culture. It has also reshaped the cultural and economic dynamics of book recommendations by creating a space in which different actors are able to form an identity as mediators of reading culture.

'Concise and accessible, this introduction to an increasingly central set of literary practices is essential reading for students and scholars of literature, sociology, media, and cultural studies, as well as teachers and professionals in the book and library industries.'

Source: Publisher's blurb.
1 From ‘Fiction Fanatic’ to ‘Book Abstainer’ : Which Type of Reader Is Your Teenager? L. M. Rutherford , Andrew Singleton , Bronwyn Reddan , Katya Anne-Madsen Johanson , Michael Dezuanni , 2024 single work essay
— Appears in: The Conversation , 5 April 2024;
1 Teachers' Curation of Australian Screen Content for School-Based Education Michael Dezuanni , Stuart Cunningham , Ben Goldsmith , Prue Miles , 2017 single work criticism
— Appears in: Media International Australia , vol. 163 no. 1 2017; (p. 86-96)

'This article outlines how teachers curate Australian screen content for use in classrooms from pre-school to senior secondary school. It suggests teachers use their professional knowledge of curriculum and pedagogy to arrange screen resources, curriculum concepts and student experiences to promote learning. This complex curatorial process adds value to broadcaster and producer curation processes that aim to position cut-down clips and educational resources for classroom use. The article draws on a national research project that undertook interviews with 150 teachers in schools across Australia. The authors suggest the ongoing digital disruption of the school sector presents both opportunities and challenges for the Australian Broadcasting Corporation, The Special Broadcasting Service and the Australian Children’s Television Foundation.'

Source: Sage Publications.
1 Disciplining the Screen through Education : The Royal Commission into the Moving Picture Industry in Australia Michael Dezuanni , Ben Goldsmith , 2015 single work criticism
— Appears in: Studies in Australasian Cinema , vol. 9 no. 3 2015; (p. 298-311) 'In this article, we investigate the complex relationship between concerns about children and young people's exposure to cinema in 1920s Australia and the use of film in education. In part, the Royal Commission into the Moving Picture Industry in Australia aimed to ‘ascertain the effect and the extent of the power of film upon juveniles’ and Commissioners spoke to educationalists, psychologists, medical professions, police officers and parents to gain insight into the impacts of movies on children. Numerous issues were canvassed in the Commission hearings such as exposure to sexual content, ‘excesses’ in film content, children's inability to concentrate at school following cinema attendance and the influence of cinema on youth crime. While the Commission ultimately suggested it was parents’ role to police children's engagements with cinema, it did make recommendations for restricting children's access to films with inappropriate themes. Meanwhile, the Commission was very positive about film's educational role stating that ‘the advantage to be gained by the use of the cinematograph as an adjunct to educational methods should be assisted in every possible way by the Commonwealth’. We draw on the Commission's minutes of evidence, the Commission report and newspaper articles from the 1920s to the 1940s to argue that the Commission provides valuable insight into the beginnings of the use of screen content in formal schooling, both as a resource across the curriculum and as a specific focus of education through film appreciation and, later, broader forms of media education. The article argues debates about screen entertainment and education rehearsed in the Commission are reflected today as parents, concerned citizens and educators ponder the dangers and potential of new media technologies and media content used by children and young people such as video games, social media and interactive content.' (Publication abstract)
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