Bibliography: What is Transmedia Storytelling? Concepts and Dilemmas

Alper, M. and Herr-Sheptenson, R. (2013). Transmedia play: Literacy across media. The National Association for Media Literacy Education Journal of Media Literacy Education, 5(2), 336-369.

Conley, T. L. (2013). [Book Review] Convergence culture: Where old and new media collide. Available at

Conley, T.L. (2019). Black women and girls trending: A new(er) autohistoria-teoría. This Bridge We Call Communication: Anzaldúan Approaches to Theory, Method, and Praxis. Hernandez, L.H. and Guitierrez-Perez, R. (Eds). Lanham: Lexington Books.

Costanza-Chock, S. (2011). Se ve, se siente: Transmedia mobilization in the Los Angeles immigrant rights movement, Doctoral Dissertation, University of Southern California, Los Angeles.

Gambarato, R.R. and Tárcia, L.P.T. (2017). Transmedia Strategies in Journalism, Journalism Studies, 18(11), pp. 1381-1399.

Gomez, J. (2013). Starlight Runner Entertainment webpage: ‘What Is Transmedia?’. Available at: (accessed 2 January 2015).

Jenkins H (2008). Convergence Culture: Where Old and New Media Collide. Revised ed. New York: New York University Press.

Jenkins, H. (2011). Transmedia 202: Further Reflections. [Blog post, August 11]. Retrieved from 

Jenkins, H. (March 21, 2007). “Transmedia Storytelling 101,” Confessions of An ACA-Fan, (blog),

Jenkins, H. (January 15, 2013). “Transmedia storytelling: Moving Characters from Books to Films to Video Games Can Make Them Stronger and More Compelling,” MIT Technology Review, (blog),  

Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J. & Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education For the 21st Century. Chicago: The MacArthur Foundation. Retrieved August 23, 2018 from  

Jenkins, H., Shresthova, S., Gamber-Thompson, L., Zimmerman, A.M. (2016). By Any Media Necessary: The New Youth Activism ( New York University Press.

Kerrigan, S. and Velikovsky, JT. (2015). “Examining documentary transmedia narratives through The Living History of Fort Scratchley project.” Convergence: The International Journal of Research into New Media Technologies, 22(3), pp. 250-268.

Kress, Gunther (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. London: Routledge.

Marwick, A. (2018). “Why do people share fake news? A sociotechnical model of media effects.” Georgetown Law Technology Review, 2(2), 474-512.

Murray, R. (2017). “A survivor just like us? Lena Dunham and the politics of transmedia authorship and celebrity feminism.” Feminist Theory, 18(3), pp. 245-261.

O’Flynn S (2012). Documentary’s metamorphic form: Webdoc, interactive, transmedia, participatory and beyond. Studies in Documentary Film 6: 141–157.

Producers Guild of America (PGA) (2010). Code of credits: new media. Available at:⁄4coc_nm#transmedia (accessed 2 January 2015).

Richter, A (2016). “The Marvel cinematic universe as a transmedia narrative.” Americana E-Journal of American Studies in Hungary, XII(1). Accessed on August 23, 2018 at

Srivastava, Lina. n.d. “About” and “Basic Framework.” Transmedia Activism.

St. Felix, D.(2015). Black youth are breaking the internet and seeing none of the profits. Fader. Accessed on August, 23, 2018:

Zimmerman, A. (2016). Transmedia testimonio: Examining undocumented youth’s political activism in the digital age. International Journal of Communication, 10, pp. 1886-1906.


Resources for Racial Equity in Educational Technology

Welcome participants!

Below are a few articles and resources referenced during the workshop. Feel free to share more resources in the comment section below. - Tara

5 Doubts about Data-Driven Schools (Anya Kamenetz via NPR).

Big Data in Education (Susan Fuhrman via Education Update Online).

Black Teens are Breaking the Internet and Seeing None of the Profits (Doreen St. Felix via The Fader).

Can Computer Programs Be Racist and Sexist? (Laura Sydell via NPR).

Children's Internet Protection Act (Federal Communications Commission).

Critical Questions for Big Data (danah boyd & Kate Crawford).

Digital Redlining, Access, and Privacy (Chris Gilliard via Common Sense Education).

Facilitating Learning (Rhonda Robinson, Michael Molenda, & Landra Rezabek, 2008).

"I feel like a despised insect: Coming of age under surveillance in New York (Jeanne Theorharis via The Intercept_).

Internet Acceptable Use and Safety Policy (NYC DOE).

ISTE 2016: Technology Alone Cannot Create Social Equality (Meg Conlan via Ed Tech Magazine).

Poverty, Race, and America's Educational System: Part 1: School Discipline and Students of Color (Firesteel).

Race After the Internet (Lisa Nakamura & Peter Chow-White, Eds., 2012).

Racial Equity Resource Guide (W.K. Kellogg Foundation).

The Blockchain for Education: An Introduction (Audrey Watters).

The Ideology of Blockchain (for Education) (Audrey Watters).

Using Technology Wisely: The Keys to Success in Schools (Harold Wenglinsky, 2005).

Why Do Pokemon Avoid Black Neighborhoods? (Cory Doctorow via BoingBoing).

Glossary of Terms

Big data - cultural, technological, and scholarly phenomenon that rests on the interplay of maximizing computational power and algorithmic accuracy to gather, analyze, link, and compare large data sets; drawing on large data sets to identify patterns in order to make economic, social, technical, and legal claims; the widespread belief that large data sets offer a higher form of intelligence and knowledge that can generate insights that were previously impossible, with the aura of truth, objectivity, and accuracy (boyd & Crawford, 2012).

Blockchain - a distributed database that provide an unalterable, (semi-)public record of digital transactions. Each block aggregates a timestamped batch of transactions to be included in the ledger – or rather, in the blockchain. Each block is identified by a cryptographic signature. These blocks are all back-linked; that is, they refer to the signature of the previous block in the chain, and that chain can be traced all the way back to the very first block created. As such, the blockchain contains an un-editable record of all the transactions made (Watters, 2016).

Digital divide - refers to the gap in computer access between affluent and poor, or white and minority, students (Wenglinsky, 2005).

Digital redlining - A set of policies, investment decisions, and IT practices that actively create and maintain class boundaries through structures that discriminate against specific groups. Digital redlining is a verb, the 'doing' of difference, a 'doing' whose consequences reinforce existing class structures (Gilliard, 2016).

Educational technology - the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources (Robinson, Molenda, & Rezabek, 2008).

Racial equity - the condition that would be achieved if one's racial identity no longer predicted, in a statistical sense, how one fares. Racial equity is one part of racial justice, and included in the work to address root causes of inequities, not just their manifestations. This includes the elimination of policies, practices, attitudes and cultural messages that reinforce differential outcomes by race or fail to eliminate them (W.K. Kellogg Foundation).  

Tara L. Conley Racial Literacy Roundtables Talk

Screen shot 2013-10-15 at 9.40.19 PM On Monday, October 14, 2013 I presented at this year's first Racial Literacy Roundtables talk at Teachers College Columbia University. I presented on my current and ongoing research involving participatory design and working with young people who are involved in foster care and juvenile/criminal justice systems to develop TXT CONNECT, a free mobile platform for court-involved youth in NYC.

RLR Whiteboard

Highlights from the talk include:

  • Ways to conceptualize and re-imagine participation.
  • Reviewing youth demographic statistics in NYC, highlighting, in particular, the disproportionate number of Black and brown youth involved in juvenile/criminal justice systems and foster care.
  • Reflecting on what it means to engage multiple stakeholders in the process of designing a technical and digital artifact with and for young people who are often disconnected and lack reliable access to information.

Screen shot 2013-10-15 at 9.34.02 PM

Some notable statistics (references included in slides below):

  • 25% of youth (< 18-years-old) in NYC are considered Black/African American, yet make up 65% of the juvenile justice population in NYC, and 59% of the foster care population in NYC.
  • 35.5% of youth (< 18-years-old) in NYC are considered Hispanic, and make up 30% of the juvenile justice population in NYC, and 27.4% of the foster care population in NYC.
  • White youth make up 25% of the youth population in NYC, yet make up less than 5% of the juvenile justice and foster care population in NYC

This was the first time I was able to present my research, in depth, to my peers and others in the academic community. The conversations that emerged from the chat were inspiring, particularly as it had to do with the ways educators and researchers are currently thinking about how social and digital media can, and ought to be used as meaningful tools in the classroom and beyond.

So often we assume media are something young people simply and only consume, but in fact, we're learning that young people are also integral mediamakers and designers in the "stuff" they use.

Below is a highlight video from the talk.

Tara L. Conley Racial Literacy Roundtables Talk from Media Make Change on Vimeo.

I've also posted my presentation slides HERE.

For more information on my current research, please visit

Credits: Lalitha Vasudevan (photography and videography), Joe Riina-Ferrie (videography)