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Screenwriting, higher education and digital ecologies of expertise

Screenwriting, higher education and digital ecologies of expertise
Screenwriting, higher education and digital ecologies of expertise
In this paper, we examine screenwriting and higher education in terms of emergent, digital ‘ecologies of screenwriting expertise’. Established forms of screenwriting guidance and instruction, such as ‘how-to’ guides and higher education academic-practitioners , now sit alongside new, digital and networked sites for screenwriting education such as Lynda.com and The Blacklist 3.0. Examining Lynda.com, the online learning platform, and The Blacklist, a fee-based professional script reader service, we argue for the need to address the teaching of screenwriting both inside and outside higher education. Bound into ‘ecologies of screenwriting expertise’ are complex and overlapping questions concerning how professional boundaries are policed, about who has or claims to have industry access, and about how and where efforts are made to ensure that aspiring writers are supported with relevant insights and advice. Across our examples, we argue that expert biographies and profiles are created and operationalised with varying levels of visibility which correspond with authority and legitimacy, especially from the perspective of those aspirants and amateurs who are paying to use these sites and spaces.
screenwriting, digital, teaching, higher education, expertise
1479-0726
98-108
Ashton, Daniel
b267eae4-7bdb-4fe3-9267-5ebad36e86f7
Conor, Bridget
174e2e46-32aa-43b4-ba94-8c2a0ab52901
Ashton, Daniel
b267eae4-7bdb-4fe3-9267-5ebad36e86f7
Conor, Bridget
174e2e46-32aa-43b4-ba94-8c2a0ab52901

Ashton, Daniel and Conor, Bridget (2016) Screenwriting, higher education and digital ecologies of expertise. New Writing, 98-108. (doi:10.1080/14790726.2015.1131304).

Record type: Article

Abstract

In this paper, we examine screenwriting and higher education in terms of emergent, digital ‘ecologies of screenwriting expertise’. Established forms of screenwriting guidance and instruction, such as ‘how-to’ guides and higher education academic-practitioners , now sit alongside new, digital and networked sites for screenwriting education such as Lynda.com and The Blacklist 3.0. Examining Lynda.com, the online learning platform, and The Blacklist, a fee-based professional script reader service, we argue for the need to address the teaching of screenwriting both inside and outside higher education. Bound into ‘ecologies of screenwriting expertise’ are complex and overlapping questions concerning how professional boundaries are policed, about who has or claims to have industry access, and about how and where efforts are made to ensure that aspiring writers are supported with relevant insights and advice. Across our examples, we argue that expert biographies and profiles are created and operationalised with varying levels of visibility which correspond with authority and legitimacy, especially from the perspective of those aspirants and amateurs who are paying to use these sites and spaces.

Text
Ashton and Connor (2016) ‘Screenwriting, higher education and digital ecologies of expertise’, New Writing.docx - Accepted Manuscript
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More information

Accepted/In Press date: 7 December 2015
e-pub ahead of print date: 6 February 2016
Keywords: screenwriting, digital, teaching, higher education, expertise
Organisations: Winchester School of Art

Identifiers

Local EPrints ID: 388616
URI: http://eprints.soton.ac.uk/id/eprint/388616
ISSN: 1479-0726
PURE UUID: 966c99ef-e446-4355-8141-548bfadd977b
ORCID for Daniel Ashton: ORCID iD orcid.org/0000-0002-3120-1783

Catalogue record

Date deposited: 01 Mar 2016 09:26
Last modified: 20 Jul 2019 06:04

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