ABSTRACT
Channeling the potential of Web 2.0 technologies to make children not only followers but also creators of digital media, the DIY moniker invokes a sense of individualism and autonomy, a call not only to make youth more attentive to the usage of digital media, but also to become more creative and entrepreneurial in nature. This chapter explores to what extent it is realistic to expect that DIY media, the concrete technology itself, can not only thrive within schools but also affect a fundamental change in the way schooling itself is conceived and practiced. Richard Halverson's three-part focus of motivation, production, and legitimate audiences offers an excellent lens through which to explore DIY media's potential to foster learning within two distinct school-based settings: an afterschool technology club and a language arts core curricula classroom. As Halverson suggests, K-12 schooling is currently at a "threshold" in terms of its incorporation of DIY media.
