Archive for March, 2010

ISEA2010I attended ISEA2008 in Singapore, and it was a fascinating and mind-exanding experience of digital art and scholarship.  It saddened me that, as far as I could tell, I was the only delegate from the whole of Africa. Thanks to the efforts of Andreas Broeckmann and generous sponsorship from the Goethe-Institut, the picture at ISEA2010 RUHR should look very different – twelve media artists from sub-Saharan Africa will have the opportunity to attend ISEA2010 this August.

“The Goethe-Institut South Africa and ISEA2010 are partnering to offer twelve people working within media arts in sub-Saharan Africa a chance to participate in the programme. The partnership will cover costs related to travel and accommodation, visas, health insurance, and a per diem during the chosen candidates’ stay in Germany.”

Here is more detail about ISEA2010 and how to apply for the Goethe-Institut award:

“ISEA2010 RUHR is an international festival for art, creativity and media technology, which will this year take place within the broader framework of the European Capital of Culture, RUHR.2010. The programme will include conferences, exhibitions, audio-visual and dance performances, public art projects, artists’ presentations and workshops, and is set for 20 to 29 August 2010.

ISEA was started in 1988, and ISEA2010 RUHR is the 16th incarnation of the International Symposium on Electronic Art. The symposium, which focuses on the role of art in the digital age, will bring together a large international community of artists, curators, theorists and scientists for ten days of discussions, festivities, networking and exchange of ideas.

The Goethe-Institut South Africa and ISEA2010 are partnering to offer twelve people working within media arts in sub-Saharan Africa a chance to participate in the programme. The partnership will cover costs related to travel and accommodation, visas, health insurance, and a per diem during the chosen candidates’ stay in Germany.

The Goethe-Institut is Germany’s globally active cultural institute that encourages international cultural cooperation, promotes knowledge of the German language abroad, and reflects a contemporary understanding of Germany. The Goethe-Institut aims to facilitate a deeper understanding between cultures, through a dialogue rooted in partnership, not political affiliation. There are presently over 147 institutes worldwide in 83 countries, with 10 located in Sub-Saharan Africa. The Goethe-Institut South Africa in Johannesburg coordinates all Sub-Saharan institutes, as well as the 15 Goethe Centres within the region. Our focus is on sustainable development in culture, as well as promoting networks across Sub-Saharan Africa, with our cultural projects the highlights of our programme.

The Goethe-Institut and ISEA2010 are looking for individuals who are well-placed and interested in networking within the African media arts community, as well as drawing connections beyond its borders. Further selection criteria for possible participants are as follows:

– Well-versed in current international media art developments
– Interest and documented work on the way new media and technologies are changing our culture today
– Active in the organisation of networks, institutions and community projects with other artists and cultural practitioners
– Excellent command of English, additional German useful

Please send a short focused CV and a letter of motivation, in total no longer than three pages, to Cara Snyman at Be sure to include all contact details. The deadline for submissions is 15 April 2010.”

Cara Snyman
Goethe-Institut Johannesburg
119 Jan Smuts Ave – Parkwood 2193 – South Africa
Private Bag X18 – Parkview 2122 – South Africa
Tel:  (+27-11) 442 32 32
Fax: (+27-11) 442 37 38

Mobile literacies report

Read full report on Mobile Literacies (pdf)

South African teens were happy to give their thumbs a rest for a while and take a break between MXit chats to read the m-novel Kontax, on their cellphones. The m-novel (a novel written to be read on a cellphone) meant that there was finally something on their phones that would make their parents smile rather than frown.

The m-novel Kontax was written by Sam Wilson, translated into isiXhosa by Nkululeko Mabandla, and commissioned by the Shuttleworth Foundation’s m4lit (mobiles for literacy) project. The story’s success shows that teens have mastered a whole range of mobile literacies and the m4Lit research shows how wide-ranging these new skills are. Still, teens need better support if they are to make the most of the opportunities of ‘Web2.0’, and benefit from the new phase of social media where people do not only browse the web, but contribute to knowledge and share creative ideas with the world.

The m4Lit project included a research component which investigated teens’ responses to Kontax and surveyed 61 teens from Langa and Guguletu who all had access to GPRS-enabled phones. Researchers Marion Walton (Centre for Film and Media Studies, University of Cape Town), Ana Deumert (Department of Linguistics, University of Cape Town),  and Steve Vosloo (Shuttleworth Foundation), found that despite regular bad news about South African youth’s poor performance at school and in literacy tests, and despite their ongoing difficulties in accessing computers, teens’ digital literacy is developing rapidly as a result of their passion for internet-enabled cellphones. The success of Kontax suggests that cellphones have significant potential in literacy development and that schools and teachers could benefit by knowing more about teens’ mobile literacies. (Read the full report here.)

When published on MXit, Kontax attracted over 28 000 teen subscribers, suggesting that teens were intrigued by the idea of using their phones to read a story.  An estimated 26% of these interested teens became loyal readers of the Kontax story, a teen mystery which included 21 400-word chapters, written in cliff-hanger-style. Kontax was slightly more popular with female than male teens, and the overwhelming majority of subscribers came from Gauteng (69%) or the Western Cape (16%). We are not sure exactly why the novel was so popular in Gauteng, but we suspect that this reveals the existence of a rural-urban ‘digital divide’ between urban teens who regularly use the internet on their cellphones and rural teens who may not have a modern phone, network access, or money for airtime.

Many South African teens may be more comfortable writing on phones than on paper or computers. The teens from Langa and Guguletu barely used computers for writing, and only 18% had a computer at home. Outside school, teens wrote on a mobile phone (mostly short messages on SMS or MXit), or else, in only a minority of cases, on pen and paper.

Adolescents need to develop self-knowledge and broaden their horizons beyond their immediate family, and teens’ mobile literacies and MXit use are playing an important part in this process. Teens used the internet on their phones to chat on MXit (75% were daily users) because they wanted to deepen their existing friendships with their peers, meet new people outside their immediate surroundings, understand themselves better, and establish new romantic relationships, both online and offline. Because of this emphasis, we weren’t really surprised that none of the teens used MXit to communicate with their parents. Overall teens were quite savvy about using MXit and understood that their adventures in the world of online chatting might have unpleasant and all-to-real consequences. Many teens had made rules for themselves to limit interactions with strangers, to guard their real identity, or to protect their time for schoolwork and household chores.

Still, teens weren’t always successful in managing their phone use, and some teens talked about how, in a contest of ‘Book vs. Phone’, the phone often won hands down. A large majority (76%) reported that they had experienced conflict with their parents because of their cellphone or MXit use, most often because of late nights, neglected schoolwork, or uncompleted household chores.

Mobile literacies (such as ‘txtspk’ or ‘MXit language’) are forms of literacy where South African teens are more expert writers than many of their elders. Overall, teens are using writing to express a youthful, casual, up to date identity and to establish their status and manage relationships in the all-important peer group.

It may surprise parents and teachers to find that teens still value the ability to communicate well and that they take care to hone their writing skills. They enjoy chatting to others who are able to use written language flexibly, responsively and creatively. Teens told us that they needed to learn to spell differently because, when they chat on MXit, speed and responsiveness are of the essence. ‘Txtspk’ deliberately breaks with the spelling conventions that teens have learned in school. It introduces a whole new set of rules for them to learn, and many of them talked about their embarrassment when, as newcomers to MXit, they unwittingly transgressed these new rules. They learned the hard way that they need to pay attention to their writing style or run the risk of ‘being deleted’ or losing friends on MXit.

Beyond MXit, many teens were also actively exploring the web. Their favourite site was Google, many had discovered Facebook, and ‘wap’ media download sites were also popular. Most teens had used the web on both computers and phones, but they were more likely to use their phones for everyday Web use, particularly to access news and Facebook. Beyond this improved accessibility, having a web-enabled phone did not appear to expand the range of daily opportunities for web use for this group.

Some teens had difficulties using websites, preferring to access content on MXit. These teens struggled to find their way around and sign up on the Kontax mobisite. Overall, when we compare them with their wealthier suburban counterparts or to teens in the US or Europe, the  teens from Langa and Guguletu didn’t seem to have as much experience in finding information for school, joining interest groups or publishing their own creative writing, art, video and music. This is partly because it is not possible for teens to publish their own writing or artwork or manage interest-based online communities on MXit. South African teens who learn to use the internet on their phones, who focus on MXit rather than the web, and who don’t have regular access to computers may thus be missing out on some educational and creative opportunities.

Schools could also be making better use of teens’ internet access on their phones and using teens’ enthusiasm for all things mobile to encourage educational uses of the web. Nonetheless, the limitations of mobile access mean that it is still an urgent priority to improve computer access in schools and libraries, particulary in rural areas, and to make broadband internet access more affordable for all South African households.