ethanporcaro/eric-fulltext-meta huggingface dataset:
A More Equitable Film Pedagogy: Including Media Literacy in Higher Education Film Classrooms to Result in Better Media Practitioners
Author: Romero Walker, Alexis
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Literacy,Media Literacy,Teaching Methods,Films,Film Study,Higher Education,Educational Change,College Faculty,Course Content,Stereotypes,Race,Gender Differences,LGBTQ People,Visual Literacy,Equal Education

This article explains the importance of including critical media literacy practices in skills-based classrooms in film education. Students continue to use methods of filmmaking that are inherently biased because they continue to be taught an age-old set of skills that do not engage in critical analysis. With the convergence of contemporary film theory in the classroom, educators can help students learn new methods of filmmaking that are representative for all communities and people. Through textual analysis of three films, this article shows why educators in higher education film programs must include critical media literacy in the skills course curriculum and how to do so. With this change in film education, we can learn to help make more equitable filmmakers.
Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
Author: Straubhaar, Rolf
Date: 2022-03-00
Type: Journal Articles
Subjects: English Language Learners,Definitions,Classification,Identification,Language Proficiency,Educational Policy

Although nearly one in 10 U.S. students is an English Learner (or EL), the definition of the term EL varies considerably from state to state, as does the means of assessing English language proficiency and the period of time for which the label is applied to individual students. As EL populations are growing throughout the U.S., both in school systems familiar with teaching ELs and in systems that do not have such experience, it is urgent that the methods by which this population is identified and by which its needs are met in acquiring English language proficiency are backed up by evidence and, ideally, standardized at the national level. In this article, after reviewing the current decentralized climate of EL identification, classification and reclassification, we propose a new definition of English Learner that both resolves inconsistencies in current state-level practices and would include many practicing ELs who are often excluded from current state-level definitions.
Are We Centering the Adult in Youth Media Education? Decolonizing the Reception of Youth-Produced Media Texts
Author: Vickery, Jacqueline Ryan
Date: 2022-00-00
Type: Journal Articles
Subjects: Youth,Video Technology,Media Literacy,Empowerment,Values,Adults,Foreign Policy,Film Production,Self Expression,Play

This article asks media educators to consider how the assumptions and values we hold are reflected in our reception and circulation of youth-produced texts in ways that colonize youth interests, sensibilities, and aesthetics. Drawing from experiences facilitating youth media workshops and focusing on two videos produced by teens in foster care as case studies, I demonstrate how youth media programs overlook the value of &quot;just for fun&quot; youth-produced media texts. Although media educators value play as part of the media production process, I argue that the media we choose to circulate and celebrate are texts that resonate with and reflect adult values; this is because playful media texts are less likely to legitimize adult institutions and pedagogies. I propose that a youth-centered reading of playful youth media requires us to: acknowledge that the adult reading is not the dominant reading, validate memetic literacies, and legitimize embodied playfulness and pleasure. Circulating illegible youth media shifts how media educators read and articulate the values of playful texts.
Can High School Students Check the Veracity of Information about COVID-19? A Case Study on Critical Media Literacy in Brazilian ESL Classes
Author: Meyrer, Karin Paola
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Critical Literacy,Media Literacy,Student Attitudes,News Reporting,Foreign Countries,Case Studies,English (Second Language),Second Language Learning,Second Language Instruction,Journal Articles,Video Technology,Web Sites,Intervention,Journalism,Teaching Methods,Information Sources,COVID-19,Pandemics,Deception

In a globalized world, critical media literacy is imperative when selecting the content we consume amid countless offers. Therefore, the purpose of this case study is to analyze which resources 3rd year high school students (16-17 years old) from an English as a Second Language class in Brazil use in the construction of authorial journalistic articles demystifying fake news about COVID-19 and if the interventions conducted previous to the task were helpful in their process of developing critical media literacy. To this end, firstly students analyzed news about COVID-19 from international websites; secondly, they discussed aspects of a video that circulated widely in WhatsApp chat groups; and, finally, they produced journalistic articles demystifying popular fake news about COVID-19 in Brazil. The findings suggest a great capacity of students to justify their perceptions about what is fact and what is fake once they were provoked to do so, showing the development of critical media literacy and news literacy through the arguments presented in their articles.
Engaging Pre-Service Teachers in Interactive Social Justice-Themed Read-Alouds
Author: Hoppe, Kayln
Date: 2022-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Justice,Reading Aloud to Others,Picture Books,Undergraduate Study,Teaching Methods,Childrens Literature,Illustrations,Psychological Patterns

This qualitative case study explored how pre-service teachers responded to social justice-themed picture book read-alouds in an undergraduate literacy course. Data were collected from personal observations, semi-structured focus group interviews, and student work, and were analyzed using inductive analysis. Findings indicate how reading multicultural literature aloud plays an important role in post-secondary students' content understanding and preparation for a career in teaching. This case study may inspire teacher educators to incorporate multicultural read-alouds into higher education coursework.
Critical Analysis of Critical Thinking
Author: Potter, Jim
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Media Literacy,Authors,Journal Articles,Periodicals,Language Usage,Definitions,Thinking Skills,Discourse Analysis,Word Frequency

This study provides an analysis of how the term &quot;critical thinking&quot; has been defined by authors of articles published in the &quot;Journal of Media Literacy Education.&quot; It provides answers to three questions: (1) How frequently is the term &quot;critical thinking&quot; mentioned by scholars who write about media literacy?; (2) In what ways do scholars convey the meaning of the term?; and (3) To what extent is the term presented with a consistent meaning? While the term &quot;critical thinking&quot; appeared in more than half of the articles examined, there was a great variety in the way authors presented their meanings for this term as well as a great variety in those meanings themselves. The results of this analysis raise concerns about the way the term has been employed and how helpful its use has been to different kinds of scholars.
Ludic Pedagogy: Taking a Serious Look at Fun in the COVID-19 Classroom and Beyond
Author: Lauricella, Sharon
Date: 2022-03-00
Type: Journal Articles
Subjects: Teaching Methods,COVID-19,Pandemics,College Students,Play,Learner Engagement,School Holding Power,Humor,Electronic Learning

The COVID-19 pandemic has affected deep reflection in higher education classrooms: how do we attract and retain students to (temporary but nevertheless increasing) online learning experiences, how do we keep them at our universities and colleges, and how do we give students a learning experience from which they will remember meaningful information? In this paper, we introduce a new pedagogical framework that we call Ludic Pedagogy. We address the four elements of this model: fun, positivity, play, and playfulness. Each of the elements is described in turn, together with literature outlining how each contributes to a positive classroom environment that helps students engage with and learn course content. Examples of how the authors have used this pedagogical model are included and described. We suggest that instructors consider using the Ludic Pedagogy model so as to improve engagement, learning outcomes, and retention in their classes and broader university/college contexts.
Redesigning Literacy: Our Story
Author: Baugher, Johannah D.
Date: 2022-03-00
Type: Journal Articles
Subjects: Graduate Study,Online Courses,Program Development,Literacy Education,Reading Instruction,Individualized Instruction,Action Research,Capstone Experiences,Interpersonal Communication,Cooperation,Learner Engagement,Compliance (Legal),Elementary Secondary Education,Cost Effectiveness,Change Strategies,Teacher Role,Preservice Teacher Education

This manuscript details efforts to redesign a graduate literacy program guided by two, full-time faculty members to better meet candidates' needs in an online learning environment supported with relevant and current curricula. Through professional literature, intentional curriculum, and authentic field experiences, program coursework is closely linked, easily allowing candidates to see and experience relationships across course content, better aligning with K-12 instructional practices. As a result of candidates' completion of this program, they are steeped in best literacy practices and interventions, which equip them to celebrate their autonomy in philosophical beliefs as it relates to their identity as a literacy professional and leader.
Students&apos; Re-Imaginations of the Future of Higher Education in Cameroon
Author: Aki, Etta Mercy
Date: 2022-03-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Educational Change,Foreign Countries,Higher Education,Student Experience

The unprecedented changes in our society are re-shaping the future of higher education; therefore, re-imagining the future of higher education is a constructive process of development. This study is aimed at exploring the re-imaginations of students in higher education from their own analysis of their previous and current experiences at three key stages: before entry, participation, and graduation. This exploratory study collected qualitative data from 68 current students through synchronous online focused group discussions. Analysis revealed that students' experiences position higher education in Cameroon as invisible at lower levels, providing limited opportunities and promoting dependency upon graduation. However, they hope that the future of higher education will be characterized by a strong link between higher education and lower levels that will lead to the acquisition of practical skills relevant to the context and will leave graduates self-reliant. Recommendations that go beyond developing a policy to implementation and action are equally discussed.
Relationships, Learning, and Motivation for One Virtual Literacy Camp during the COVID-19 Pandemic
Author: Spears, Caitlin
Date: 2022-03-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Student Motivation,Camps,Electronic Learning,Literacy Education,COVID-19,Pandemics,Videoconferencing,Elementary School Students,Preservice Teachers

This article focuses on one university literacy camp for kindergarten through sixth grade students that shifted from traditional in-person instruction to a virtual setting during the COVID-19 pandemic. The change from an in-person camp to a virtual camp setting created an opportunity for research in investigating students' attitudes towards literacy, literacy learning, and participation within the newly formatted virtual literacy camp. Twenty-six kindergarten through sixth grade students were interviewed at the beginning and conclusion of a semester-long literacy camp regarding their attitudes toward learning and participation in the literacy camp. Throughout the data, researchers noted the theme of relationships as being prevalent with many participants sharing thoughts specifically in light of the lack of outside interaction during this more isolated era of time. The relationships built between the tutors and the students in this virtual camp were vital to the attitudes and the learning of these study participants. This study provides further direction for supporting students in a virtual literacy clinic setting.
Ensuring Students with Disabilities Leave School Ready to Succeed
Author: Thurlow, Martha L.
Date: 2022-01-00
Type: Journal Articles
Subjects: Students with Disabilities,Elementary Secondary Education,Readiness,Inclusion,Outcomes of Education,Educational Policy,Student Diversity,State Policy,Public Policy,State Boards of Education

Although federal policies have promoted the inclusion of students with disabilities in educational opportunities, success remains elusive. Yet much has been learned about how best to include students with disabilities in assessments and accountability, graduation requirements, and educational programming. Based on this learning, we highlight red flags to watch for in policy and suggest what state boards of education and other policymakers can do to support students with disabilities so that they leave preK-12 schooling ready for success.
Exploring New Literacies: A Case Study on Technology and Teacher Development in Cuban Primary Schools
Author: Williams, Kate Maloney
Date: 2022-00-00
Type: Journal Articles
Subjects: Sanctions,Information Technology,Technological Literacy,Teaching Methods,Technology Integration,Teacher Attitudes,Elementary School Teachers,Teacher Educators,Preservice Teachers,Student Attitudes,Scaffolding (Teaching Technique),Equal Education,Positive Attitudes,Technology Uses in Education,Foreign Countries,Faculty Development,Knowledge Management,Internet,Access to Computers,Cubans

Cuba has successfully eradicated traditional illiteracy -- with over 99% of its population considered to be literate. However, as other societies have digitized and moved towards a globalized marketplace, U.S. sanctions have severely limited the import of new technologies into the country and classroom. In response, this case study sought to investigate the learning environments of Cuban primary schools to determine the breadth of a divide and the suitability for applying recommended frameworks to teaching. Observations of primary school classrooms and facilities provided insight, bolstered by semi-structured group interviews and surveys with teachers, teaching students, and education professors. Findings revealed a high-level of awareness and optimism around the use of technology, crowdsourcing, and knowledge sharing, as well as a strong informatics-based curriculum. However, low resources and techno-determinism infringe upon equitable skill-building, continuous scaffolding, and sustainable integration.
Going against the Grain? Examining the Efficacy of Media Literacy Interventions on Congenial Media Effects
Author: Blomberg, Matthew L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Media Literacy,Mass Media Effects,Political Attitudes,Ideology,Bias,Evaluative Thinking,Credibility

While people's proclivity toward congenial partisan media has been well documented, methods of resistance are less researched. This study explores the congenial media effect, the phenomenon of our gravitation to and acceptance of like-minded media, and whether a media literacy intervention can mitigate people's acceptance of ideologically congruent partisan media. In an online experiment (N = 199), conservatives and liberals were exposed to differing media literacy interventions, one reviewing the traits of objectivity and bias, another which combined the former with an opportunity to reflect on participants' own political beliefs. All were then exposed to amenable partisan content on the Supreme Court nomination of Brett Kavanaugh. Results demonstrated that neither intervention affected participants' perceptions of bias toward the material, however, liberals were more critical in their evaluations, deeming the partisan content as less credible than conservatives. Additionally, for liberals exposed to the objectivity and bias intervention, lower perceptions of credibility were seen compared to liberals who received no intervention.
Improving Children&apos;s Wellbeing through Media Literacy Education: An Irish Study
Author: O'Rourke, Vicky
Date: 2022-00-00
Type: Journal Articles
Subjects: Well Being,Social Media,Media Literacy,Advertising,Foreign Countries,Teaching Methods,Elementary School Students,Elementary School Curriculum,Pilot Projects,Comparative Analysis,Measures (Individuals),Student Attitudes,Quality of Life,Parent Child Relationship,Personal Autonomy,Gender Differences

Via diverse content including programmes, songs and child-led social media channels, children are constantly exposed to commercially funded messages encouraging purchase behaviour. While there is no definitive agreement that advertising to children is detrimental to their wellbeing (Rowthorn, 2019), there is an enduring concern over the unintended effects of advertising on children (Opree et al., 2019). A substantive body of literature advocates for media literacy education to enable children to critically assess the content of marketing messages (De Pauw et al., 2018; Nelson, 2016). However, there is a dearth of research focusing specifically on the relationship between media practices of children, in terms of activities and competencies, and their wellbeing at pre-teen ages (Swist et al., 2015). This study responds to that gap by piloting a recently launched media literacy intervention designed to complement wellbeing curriculum in Irish primary schools, exploring if media literacy competences can improve children's wellbeing.
Measuring Fake News Acumen Using a News Media Literacy Instrument
Author: Nagel, Tyler W. S.
Date: 2022-00-00
Type: Journal Articles
Subjects: News Reporting,Deception,Undergraduate Students,Student Attitudes,Political Attitudes,Political Influences,Foreign Countries,Ethics,Teaching Methods,Media Literacy,Critical Thinking,Information Sources,Measures (Individuals),Correlation,Likert Scales,Scores,Information Literacy

News media literacy education is gaining increased attention in the age of fake news and post-truth America. However, as with any pedagogical goal, it is important to be able to evaluate the success of the delivery. In a survey built on existing news literacy frameworks, 1476 students at a large Canadian polytechnic answered questions about their own news literacy, fake news acumen, and news consumption habits. Analysis of the data suggests that conscientious fake-news attitudes and behaviors are correlated with an existing news media literacy scale, providing a method of evaluating the success of fake news education efforts.
Political Polarization, Misinformation, and Media Literacy
Author: Gaultney, Ira Bruce
Date: 2022-00-00
Type: Journal Articles
Subjects: Political Attitudes,Media Literacy,Undergraduate Students,Social Media,News Reporting,Role,Telecommunications,Handheld Devices,Deception,Credibility,Teaching Methods,Student Attitudes,Trust (Psychology),Bias,Information Sources,Political Influences,Group Membership,Information Literacy

Today's college students grew up with digital news media and social media readily available on their smartphones. As a result, students are likely to use their smartphones to access the news through social media where partisan misinformation is easily spread. Efforts to combat the spread of misinformation on social media are being explored on several fronts, including media literacy programs. While media literacy is not a cure-all for the problems posed by misinformation, it is helpful for instructors to understand how adept U.S. college students are at assessing the credibility of the news on their phones and the influence political polarization has on the students' news consumption. This study addresses how 206 undergraduate students at a regional university in the Southwestern United States interact with social media, consume the news, and determine which news articles to believe. It offers insights into the role media literacy may have in addressing the issue.
The Data Should Not Speak for Itself: Epistemic Injustice and Data as Rhetoric
Author: Haarman, Susan
Date: 2021-00-00
Type: Journal Articles
Subjects: Data Analysis,Hermeneutics,Activism,Story Telling,Epistemology,Justice,Online Courses,College Faculty,Integrated Learning Systems,COVID-19,Pandemics,Ethics,Power Structure,Learning Analytics,Teacher Attitudes,College Students

In this article, Susan Haarman discusses the ways in which datafication technologies such as Big Data and algorithms have the potential to either challenge or exacerbate what Miranda Fricker calls epistemic injustice. She briefly defines epistemic injustice using Fricker's subsets of testimonial and hermeneutical injustice before moving to the potential ways in which datafication contributes to and may prevent epistemic injustice. In the face of this dual threat and opportunity, Haarman advocates for methods of data activism, including intentional participation and storytelling, before closing by reorienting data usage as a form of rhetoric.
The Art of Audiencing: Visual Journaling as a Media Education Practice
Author: Redmond, Theresa
Date: 2022-00-00
Type: Journal Articles
Subjects: Diaries,Media Literacy,Production Techniques,Undergraduate Students,Visual Arts,Inquiry,Student Centered Learning,Creativity,Educational Practices,Audiences,Student Attitudes

Using qualitative methods with an action research design, the author investigates uses of visual journaling as a media production opportunity in an undergraduate media literacy class. Through visual journaling as an arts-based inquiry process, students engaged in production, creating and sharing graphical representations of their emerging media literacy knowledge and perspectives. Findings illuminate visual journaling as a way of &quot;audiencing&quot; that cultivates agentive knowledge building, active negotiation of learning, and student-centered expression in the context of media literacy education. Visual journaling as a method of production results in a manageable and creative maker experience that augments learning, inviting students to synthesize physical materials and nonlinear digital content as a contemporary literacy act. Visual journaling has implications not only as a literacy exercise, but also as an anti-oppressive and democratic teaching and learning practice.
The Critical Effect: Exploring the Influence of Critical Media Literacy Pedagogy on College Students&apos; Social Media Behaviors and Attitudes
Author: Higdon, Nolan
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Student Behavior,Social Media,Course Content,Criticism,Outcomes of Education,Attitude Change,Behavior Change,Media Literacy

This self-exploratory pilot qualitative study examines the impact of critical social media pedagogy on students' behavior and attitudes toward social media. This study employs a critical lens of course content and self-reported student data from 18 participants who completed a Northern California university course titled &quot;Social Media, Social Change&quot; in the fall of 2019. The changes in participants' social media behaviors and attitudes were measured via a pre-and post-survey designed by the researcher. Exposure to critical pedagogy was associated with changing views of social media, especially heightened privacy concerns. The study reveals areas of further research and recommendations for educators to effectively teach critical media literacy.