ethanporcaro/eric-fulltext-meta huggingface dataset:
Deconstructing Media in the College Classroom: A Longitudinal Critical Media Literacy Intervention
Author: Bergstrom, Andrea M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Media Literacy,College Instruction,Critical Literacy,Intervention,Critical Thinking,Thinking Skills,Introductory Courses,Gender Differences,Racial Differences,College Students,Instructional Effectiveness

While many studies have addressed the impact of media literacy interventions on knowledge of specific topic areas, fewer have explored improvements in media literacy skills as outcome measures. This study analyzed the impact of a media literacy intervention on participants' critical thinking skills and understanding of media literacy principles by addressing the topics of body image and media representations of gender and race. A two-group, longitudinal experimental design was implemented using college-aged student participants across multiple introductory communication course sections (n = 198) at a public university in the southeast. Results were significant for several media literacy measures for the treatment group after exposure to the intervention compared to the control group. These findings were persistent over the duration of the semester as demonstrated in the second posttest.
Mediating Religious Literacy among Primary School Children in Gujarat: Classroom as a Liminal Space
Author: Bhatia, Kiran Vinod
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Religion,Elementary School Students,Knowledge Level,Media Literacy,Critical Literacy,Social Bias,Mass Media Effects,Socialization,Student Experience,Classroom Environment,Resistance (Psychology),Teaching Methods,Empathy,Consciousness Raising,Photography,Religious Cultural Groups

Articulation of religious guidelines in the political milieu never takes place in a disembodied form; rather politically inscribed religious discourses are embedded within and conveyed through specific institutional channels, including media organizations and education institutions. My experiences of working as a media educator in villages in Gujarat have helped me understand how the learning of such discriminatory practices begin early as students use various linguistic and socio-cultural cues in order to make sense of the society. In this paper, I use critical media literacy as a way to redefine classroom as a liminal space and create conditions for emergence of an alterity. Critical media literacy (CML) can provide young students with the skills required to upend the dominant discourse of religious violence, to create new narratives from the interstices- from the in-between, and pendulate between the fixed identities subsumed in binaries such as self-other, victim-perpetrator, us-them, and most importantly Hindus-Muslims. In this paper, I attempt to answer two research questions. First, how is this dominant rationality of religious hatred perpetuated through media texts and the socialization process in schools? How does it influence the everyday experiences of young students in two villages in the Sanand tehsil of Ahmedabad district in Gujarat? Second, how can the classrooms be designed as spatial sites to encourage young students to counter their feelings of individualized prejudice and enact resistance? I illustrate how media educators can use CML to design classrooms as a liminal space and help students operate from the margins of the socialization they receive and thus be more open to different regimes of truth practiced in different religious communities.
Teaching Girls Online Skills: Results of the Wikid Grrls Intervention
Author: Eckert, Stine
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Workshops,After School Programs,Technological Literacy,Media Literacy,Gender Differences,Internet,Feminism,Skill Development,Preadolescents,Early Adolescents,Middle School Students

In 2013-2016 we designed and implemented Wikid Grrls, a 10-week after-school workshop series to teach online skills to middle school girls in U.S. schools. We interviewed and surveyed 80 participants before and after the workshops. Girls' online skills and confidence in them increased measurably for the duration of the workshop series. Participants expressed great interest in learning more, but media literacy programs at their schools regarding online skills were lacking. Using feminist theories and the reader-to-leader framework, we argue that such media literacy interventions bring immediate learning rewards for participants. Yet, we conclude that to narrow gender gaps in digital knowledge creation and sharing, media literacy classes that include online skills should become regular features in U.S. school curricula instead of being offered merely in voluntary programs. Future research should assess long-term benefits of media literacy interventions to teach online skills longitudinally to see if and how such initiatives figure into later school and career decisions.
Media Literacy and Response to Terror News
Author: Bergan, Daniel
Date: 2018-00-00
Type: Journal Articles
Subjects: Media Literacy,Terrorism,News Reporting,Undergraduate Students,Influences,Fear,Risk

Increased fear and threat toward terrorism in the current American society is largely due to vivid news coverages, as explained by cultivation theory and mean world syndrome. Media literacy has potential to reduce this perception of fear and threat, such as people high on media literacy will be less likely to be affected by terror news. We focus on representation and reality for investigating the relationship between influence of terror news and media literacy, one component of media literacy framework developed by Primack and Hobbs (2006), which deals with how media messages reflect or exclude the reality. Our study divided participants into two groups, reading terror news or another news without any threat, and measured their levels of media literacy. The results do not show that media literacy reduces the influence of terror news, contradicting previous literatures on media literacy. More solid theory of media literacy is needed in order to resolve this impasse and explain impact of media use on perception of hazardous world.
The SMARxT Media Literacy Program: Improving Evidence-Based Prescribing among Medical Students
Author: Corbin, Bethany D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Media Literacy,Medical Education,Medical Students,Evidence Based Practice,Decision Making,Drug Therapy,Pharmaceutical Education,Marketing,Feasibility Studies,Student Attitudes,Self Efficacy,Program Effectiveness

Media literacy may help medical trainees optimize evidence-based decision-making. Many prescriptions written are not evidence-based, resulting in unnecessary morbidity and mortality. In this study, we aimed to assess feasibility, acceptability, and initial efficacy of a media literacy prescribing program. We recruited 30 medical students, 70% of whom completed animated video modules about pharmaceutical marketing and prescribing and all assessment activities. We used process evaluation and open-ended items to assess feasibility and acceptability, and we used knowledge tests before and after the intervention to assess efficacy. The program was feasible to implement and well-accepted by participants. After the educational intervention, knowledge and attitude targets around evidence-based prescribing and drug marketing improved.
Foregrounding Morality: Encouraging Parental Media Literacy Intervention Using the TARES Test for Ethical Persuasion
Author: Pearce, Kevin J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Media Literacy,Television Viewing,Advertising,Marketing,Children,Ethics,Persuasive Discourse,Mass Media Effects,Intervention,Parent Participation

In the United States, children are exposed to literally hundreds of thousands of television commercials a year and virtually every aspect of kids' lives are replete with commercial messages. The negative effects of this exposure are well documented. Yet, there remains very little regulation or limit on advertising to children beyond that which exists for adults. Additionally, only about 1/3 of U.S. parents wish for stronger controls. This presents a challenge for media literacy scholars and practitioners. Research has shown that, when presented with information about the negative effects of commercial messages, parents are more likely to adopt some form of media literacy intervention. In this study, we test to see if framing the concept of advertising to children as being unethical (using the TARES test) will increase parents' willingness to engage in medial literacy intervention techniques. Results show that when advertising to children is framed as being unethical, parents indicated a greater willingness to engage in concept-oriented communication as a media literacy intervention than when the negative effects of advertising is presented without an ethical framing.
Video-Based Learning of Quantitative Courses in Higher Education
Author: Ghilay, Yaron
Date: 2018-00-00
Type: Journal Articles
Subjects: Interactive Video,Higher Education,Student Attitudes,Foreign Countries,Electronic Learning,Mathematics,Statistics,Computer Interfaces,Computer Software,Computer Science Education,College Students,Models,Online Courses

The aim of the study was to examine the effectiveness of a model called Video-Based Learning (VBL). VBL is designed to improve the learning of higher education courses, especially those based on activities performed on a computer screen, or learning related to the understanding of visual objects, such as formulas, equations, diagrams, etc. The present study aims to examine the effectiveness of the model for quantitative courses, such as statistics, mathematics, computer courses, or equivalent. The research was based on six samples of students (n[subscript 1]=14, n[subscript 2]=41, n[subsript 3]=17, [subscript 4]=27, n[subscript 5]=27, n[subscript 6]=19, n[subscript total] =145) who studied three quantitative courses: Fundamentals of PSPP, Introduction to Statistics, and 5 6 total Math for Business Administration. The learners were asked to answer an online questionnaire to assess the characteristics and advantages of VBL for their studies. The findings of the study indicate that according to the students' perceptions, VBL has a significant advantage for students' learning in quantitative courses in higher education: The learning process is outstanding and is much better than reading texts or listening to live lectures and it is considerably flexible. Therefore, it is recommended to adopt the model in faculties of higher education teaching quantitative courses.
Who Wants to Be a Chemist? Formative Assessment Made Fun and Engaging
Author: Balakrishnan, Sangeetha
Date: 2018-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Comprehension,Chemistry,Graduate Study,College Science,Educational Games,Evaluation Methods,Educational Technology,Technology Uses in Education,Foreign Countries

Formative assessment--assessment intended to enhance teaching and learning--is an indispensable part of a teacher's tools. As opposed to summative assessment, formative assessment is carried out periodically through the course to get an insight into the students' understanding of the content. Formative assessment is tacit, but planned formative assessments help the teacher and the learner better in their objectives. This article presents the use of a game show format--Who Wants To Be A Millionaire--in a postgraduate chemistry classroom for a formative assessment that was both fun and engaging. The article is an attempt to disseminate a good practice in chemistry education to a wider audience to be adopted as deemed fit.
The Measurement of a Novel Conceptual Framework Entitled: &quot;Process Education: Learning to Learn&quot; via an Explicative Encyclopedia of Innovative Triostatistical Methods, Models, Metrics, and Statistical Procedures
Author: Osler, James Edward, II
Date: 2018-00-00
Type: Journal Articles
Subjects: Process Education,Learning Strategies,Statistical Analysis,Taxonomy,Models,Teacher Characteristics,Program Implementation,Measurement

This paper is part two of the research paper entitled, &quot;AMOVA&quot; [&quot;Accumulative Manifold Validation Analysis&quot;]: An Advanced Statistical Methodology designed to measure and test the Validity, Reliability, and Overall Efficacy of Inquiry--Based Psychometric Instruments&quot; published in the 2015 Journal of Educational Technology. In this narrative AMOVA is operationalized via successful &quot;Process Education: Learning to Learn&quot; (or &quot;PE: L2L&quot;). PE: L2L experiences, whether taught in a camp, course or as professional development requires addressing specific principles, practices, scales, strategies, and concepts that are native to both &quot;Process Education (PE)&quot; and &quot;Learning to Learn&quot; (L2L). PE and L2L were once separate methodologies but are now combined here to create a novel, innovative, and comprehensive learning practice. This new learning model as an all-inclusive learning strategy uniquely unifies the implementation of L2L experiences using the PE philosophy through the idea of &quot;Transformational Education&quot;. Facilitating L2L through the lens of PE requires the implementation and use of a preset of PE: L2L practices and principles that are measureable via AMOVA. L2L has been implemented and researched in Europe and Process Education as a model has been implemented and its concepts have been tested and measured in the United States. This paper provides a unique cohesive perspective that incorporates the best of PE and the best of L2L to create &quot;PE: L2L&quot;. PE: L2L is a novel conceptual framework that incorporates the principles, practices, scales, strategies, and concepts of both PE and L2L into a new measurable paradigm. In addition, three triostatistical models are presented in this text as ideal data analysis methods for the measurement of the new PE and L2L unification, they are: 1.) Tri-Squared Analysis (Osler, 2012); 2.) AMOVA (Osler, 2015); and 3.) The Taxonomy of Process Education (Osler, 2015). The philosophical and theoretical foundational narrative in this paper is adapted from the results of successful PE &quot;Learning to Learn Camps&quot;; &quot;Teaching Institutes&quot;; and online PE professional development.
&quot;Bisociation&quot; of Artistic and Academic Approaches in Problem-Based Projects
Author: Heinrich, Falk
Date: 2018-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Higher Education,Undergraduate Students,Bachelors Degrees,Student Projects,Cooperative Learning,Creativity,Learning Theories,Foreign Countries,Problem Solving,Art Education,Interdisciplinary Approach,Associative Learning

The article presents a theoretical elaboration of the potential relationship between the academic and artistic approaches within a problem-based educational setting. The investigation is based on Koestler's idea of the &quot;bisociation&quot; (blending) of dissimilar thinking and action matrices as the foundational mechanism of human creation in academic discovering, artistic creation, and humour, respectively. On the basis of my own experiences with higher education pedagogy exemplified by a concrete workshop held with students from two different educational programmes at Aalborg University, the article investigates the bisociation of artistic and academic matrices and codes by scrutinising how these apparent incompatibilities could be functions of a blending mechanism. The article proposes that the bisociation of the artistic and academic approaches should be understood as mutual inscriptions leading to an emphasised correspondence between academic abstractions and associative-emotional experiences leading to an increase in complexity, specifically, a multifaceted understanding including an emotional perception of today's societal challenges.
Integrated Design Process by Sequential Primary Generators
Author: Foged, Isak Worre
Date: 2018-00-00
Type: Journal Articles
Subjects: Design,Creativity,Architecture,Architectural Education,Knowledge Level,Teaching Methods,Student Attitudes,Skill Development,Learning Processes,Housing,Sustainability,Case Studies,Problem Based Learning,Engineering Education,Graduate Students,Undergraduate Students,Acoustics,Program Descriptions

This paper proposes, exemplifies and discusses a new design method that includes both artistic and scientific modes of working. It is based on the idea of integrated design processes driven by strategic implementation of what is termed sequential primary generators. The paper begins by discussing design and creative process research and then filters central aspects that are coalesced with a proposed three-phase early-stage design method. The proposed architectural design method has been applied in three university projects. In the last project, students were asked to respond to a questionnaire survey to identify the growth of design and creative capabilities from a student perspective. The paper presents the results and discussion based upon these projects and studies. Survey answers show that the proposed design method increases both design quality and design knowledge. This suggests that other creative processes may be addressed through this design methodology, which features both problem- and solution-driven procedures.
Food for Thought: A Novel Media Literacy Intervention on Food Advertising Targeting Young Children and Their Parents
Author: Powell, Rachel M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Young Children,Parents,Child Health,Food,Eating Habits,Advertising,Obesity,Public Health,Mass Media Effects,Media Literacy,Intervention,Workshops,Parent Attitudes,Behavior Change,Intention,Grade 3,Grade 4,Grade 5,Elementary School Students

The prevalence of obese children has tripled during the past three decades. While lack of physical activity and unhealthy eating have been the primary focus of public health efforts, media has a significant influence on food choices and food consumption. The purpose of this exploratory study was to examine if a media literacy intervention would increase knowledge and decrease the persuasive nature of unhealthy food advertisements. Parents (n=12) and their children (n=15) were recruited from two Boys and Girls clubs. They participated in a 2-hour educational, intervention workshop. The parents completed a pretest and a posttest assessing changes in knowledge and attitudes about food advertisements. Volunteers from the workshop signed up to participate in focus groups. There were two focus groups with parents (n=5) and two focus groups with children (n=6). According to quantitative results, there were positive changes in parents' media literacy knowledge after the workshop. Focus group data highlighted that children learned about the purpose of advertisements and how to be more critical of unhealthy food advertisements. In addition, both parents and children revealed positive changes regarding their intentions and behaviors in eating healthy. Media literacy interventions are a promising strategy for educating parents and young children about food advertisements which can help address childhood obesity.
The Future of Learning by Searching the Web: Mobile, Social, and Multimodal
Author: Kammerer, Yvonne
Date: 2018-00-00
Type: Journal Articles
Subjects: Internet,Online Searching,Electronic Learning,Learning Processes,Handheld Devices,Social Media,Video Technology,Information Seeking,Information Retrieval,Evaluation Methods,Credibility,Multimedia Materials,Navigation (Information Systems),Web Sites

Recent technological developments related to the World Wide Web including mobile computing, social media, and online videos are shaping the way we learn. As argued in the present commentary, the majority of educational psychological research that has examined how individuals learn by searching the Web, however, has not kept up with this pace. Therefore, the goal of this commentary is to discuss how recent technological developments might affect how learners acquire knowledge through Web search and to provide a respective research agenda. Specifically, we will focus on the use of mobile devices and digital assistants, social networking sites, and online videos, and the opportunities and challenges they present to learners. In addition, we suggest that future research should study the ongoing learning processes during Web search in greater detail. We believe that examining the research questions raised in the present commentary will uniquely contribute to the literature on Web-based searching and learning.
How Brazil&apos;s Unified University Entrance Exam (ENEM) Impacts Media Literacy Education
Author: Venticinque, Danilo
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Entrance Examinations,Media Literacy,Test Content,Content Analysis,Bias,Testing Problems,Critical Thinking,High School Students,College Bound Students,Test Items,Current Events

This article discusses the outcomes of research into the media literacy aspects of ENEM (&quot;Exame Nacional do Ensino Médio&quot;), Brazil's unified university entrance exam, which contains a significant number of exam questions based on excerpts from newspaper articles, online news and other media sources. Through content analysis, these questions are classified according to the platform (digital or print) and source (traditional media, niche media and government agencies). The results show a strong prevalence of traditional media, either in print or digital platforms, and a tendency to present the government in a positive light, avoiding issues such as the series of protests that took place in Brazil in 2013 and 2014, as well as the impeachment of the president in 2016. The content analysis is followed by the qualitative study of eleven interviews with high school teachers who prepare students for the exam. Their answers suggest that the exam has a profound influence on their teaching and the media consumption habits of students. Teachers also mention regional bias in the exam and a lack of questions that encourage critical thinking. The conclusion is that though the ENEM exam does engage Brazilian high school students with media content, it addresses media literacy at only a functional level, and centralises authority over the interpretation of this content, rather than encouraging students to develop their own authoritative interpretations.
Scholartistry: Incorporating Scholarship and Art
Author: Shanks, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Scholarship,Art,Problem Based Learning,Design,Archaeology,Imagination,Creative Thinking,Art Education

The notion of scholartistry, hybrid scholarship-arts practice, is introduced by situating it in the academic literature on research methodology. The article offers dynamic, dialogical exemplification and demonstration; it takes the form of a conversation among the visitors to an imaginary exhibition of scholartistic artifacts. Several examples of arts-based research methods are discussed in terms of knowledge production and creative competencies. Connections are drawn with post-disciplinary agendas in the academy and beyond. The argument is made that a distinctive field of scholartistry offers an expansion of project- and problem-based learning in manifold cultural and organizational fields that are looking for open-ended creative modes of design and production.