ethanporcaro/eric-fulltext-meta huggingface dataset:
The Urgency of Visual Media Literacy in Our Post-9/11 World: Reading Images of Muslim Women in the Print News Media
Author: Watt, Diane Patricia
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Social Justice,Media Literacy,North Americans,News Media,Photography,Muslims,Terrorism,Role,Epistemology,Self Concept,Visual Literacy

A decade after the 9/11 attacks, educators concerned with social justice issues are faced with the question of how media representations powerfully constitute the subjectivities of teachers and students. The roles of Muslim women in society are often narrowly construed and projected via media cultures--an unofficial curriculum of the everyday much more influential than the formal curriculum on offer in our schools. Given that much of what we "know" about Muslims we learn from the mass media, it seems urgent that as educators we become more attuned to how they are being portrayed and how such depictions are complexly taken up and/or resisted. In this paper I analyze how dominant meanings about Muslim women are produced in print news media sites, stressing connections in-between local and global contexts. I am particularly interested in visual epistemologies and how meanings produced via media images come to be attached to the bodies of North American Muslim women. I then propose three pedagogical strategies for taking up media images in the classroom to disrupt dominant meanings that reproduce binary understandings of self and other. Drawing upon relational theories of identity and learning, I argue for a need to interrogate and negotiate identities in ways that move us beyond simplistic understandings of self and other towards more complex, embodied meanings.
Approaches to Learning with Media and Media Literacy Education--Trends and Current Situation in Germany
Author: Tulodziecki, Gerhard
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Mass Media Use,Learning,Instruction,Educational Development,Educational Practices,Electronic Learning,Educational Research,Academic Standards,Teacher Education,Educational Trends

German approaches to media literacy education are concerned with the questions, how the variety of media can be used in a meaningful way for learning and teaching and what educational tasks result from the extensive use of media. Considering these questions there are various conceptual ideas, research and development projects as well as implementations into practice in the field of education and teacher training. The development and the current situation of approaches to media literacy education in Germany are described and discussed in the article. Thereby, the focus is on media literacy education in schools.
The Re-Politicization of Media Literacy Education
Author: Thevenin, Benjamin
Date: 2012-00-00
Type: Journal Articles
Subjects: Media Literacy,Educational Philosophy,Politics,Social Change,Citizenship Education,Citizen Participation,Active Learning,Critical Theory,Social Theories

Despite the efforts made by the media literacy movement in the U.S. to institute media education as a means of addressing social issues, there still exists the potential for a more politically empowering media literacy education. While media literacy scholars and practitioners' avoidance of adopting particular political or social agendas is understandable, others have noted that while an apolitical media literacy curriculum might be easier to pitch to schools and parents, this approach is ultimately inadequate at addressing problems that plague modern society (Lewis and Jhally 1998; Kellner and Share 2005, 2007). This paper argues that by reexamining the foundational philosophies of Plato and John Dewey, tracing the development of their ideas in contemporary social theory and media scholarship, and identifying their application in media literacy scholarship, media literacy scholars and practitioners may be able to create a media literacy education that more effectively confronts injustice and promotes social change. The author calls this process the "re-politicization of media literacy education" because he argues that at the heart of the philosophies of Plato and Dewey, from which current approaches to media education commonly draw, is a commitment to the creation of a just society through critical civic engagement.
Linking Learning: Connecting Traditional and Media Literacies in 21st Century Learning
Author: Young, Joslyn Sarles
Date: 2012-00-00
Type: Journal Articles
Subjects: High Stakes Tests,State Standards,Testing,Media Literacy,Academic Standards,Qualitative Research,Case Studies,Interviews,Learner Engagement,Reading Skills,Writing Skills

Media literacy, the abilities &quot;to access, analyze, evaluate, and communicate information in a variety of forms&quot; (NAMLE), is necessary to help people understand the information presented to them and make informed decisions. However, despite decades of work to include media literacy education in academic learning (Hobbs and Jensen 2009), American education continues to emphasize its focus on testing of traditional literacy. While there must be continued efforts to teach new literacies in mainstream education, it is also crucial for educators to understand how traditional literacies can be supported by media literacy in ways that meet the demands of today's high-stakes testing environment. This article strives to do just that: detail key links between literacy in its most traditional sense and how people are reading and writing in the 21st century so educators can immediately help learners build media literacy skills while developing traditionally tested skills and critical thinking abilities demanded in the Common Core State Standards (CCSS) initiative. (Contains 1 table and 9 footnotes.)
New Media Literacy Education (NMLE): A Developmental Approach
Author: Graber, Diana
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Media Literacy,Ethics,Sensory Experience,Traditional Schools,Young Children,Goal Orientation,Teaching Methods,Technology Uses in Education,Educational History,Student Responsibility,Cognitive Development,Moral Development,Values Education,Story Telling,Art Education,Computers

The digital world is full of both possibility and peril, with rules of engagement being hashed out as we go. While schools are still "hesitant to embrace new technologies as a backlash from the significant, and largely ineffectual, investment in classroom computers as an instructional panacea during in the mid-1990's" (Collins and Halverson 2009), young people have taken to the digital world and all its participatory wonders like ducks to water. Although they certainly do not need media literacy educators' help learning to operate the devices or the software, young people do need them to prepare them to use these powerful technologies responsibly and ethically. Waldorf-inspired schools may have a successful formula for the development of ethical thinking and new media literacy skills. By providing rich sensory experiences and social interactions for students from the time they are very young, these schools are sowing the seeds of new media literacy without any technology in sight. The challenge they face now is taking the next step. In doing so, Waldorf-inspired schools could be the model for Ohler's (2010) vision of a "whole school approach to behavior that sets the entirety of being digitally active within an overall ethical and behavioral context." Maybe some of these practices will even find their way into traditional schools, giving more students a chance to experience a developmental approach to new media literacy that will equip them to be creative, capable, and ethical users of today's technology, or technologies that are yet seeds in their imaginations.
The Pedagogy of Critical Enjoyment: Teaching and Reaching the Hearts and Minds of Adolescent Learners through Media Literacy Education
Author: Redmond, Theresa Anne
Date: 2012-00-00
Type: Journal Articles
Subjects: Experienced Teachers,Teaching Methods,Media Literacy,Middle School Students,Middle School Teachers,Middle Schools,Interviews,Motivation,Curriculum Development,Teacher Role,Learner Engagement,Reflection,Homework,Student Attitudes

While there is consensus regarding the definition of media literacy, classroom-based studies of media literacy education in action are few and research that investigates how teachers implement media literacy in practice are needed, including information about why it is taught, what is taught, and how it is taught. Through a purposefully selected case of media literacy at the middle level, this study analyzes three veteran teachers' media literacy practice identifying critical enjoyment as a fresh approach to media literacy education that moves beyond the purposes of protection, preparation, and appreciation.
The Markings of a New Pencil: Introducing Programming-as-Writing in the Middle School Classroom
Author: Burke, Quinn
Date: 2012-00-00
Type: Journal Articles
Subjects: Computers,Writing (Composition),Programming,Middle Schools,Writing Workshops,Story Telling,Media Literacy,Middle School Students,Interviews

Using the setting of a writing-workshop to facilitate a deliberate process to learn computer programming, this exploratory study investigates (a) where there is a natural overlap between programming and writing through the storytelling motif, and (b) to what extent existing language arts coursework and pedagogy can be leveraged to introduce this new form of digital composition to middle-school children. Whereas previous studies linking children's programming with storytelling (Author &amp; Kafai, 2010; Kelleher &amp; Pausch 2008) did so within the informal afterschool clubs, this study focuses on integrating computer science into the classroom, aligning curricula to core-content English language arts instruction. (Contains 2 tables and 3 figures.)
Exploring the Borderlands between Media and Health: Conceptualizing &quot;Critical Media Health Literacy&quot;
Author: Higgins, Joan Wharf
Date: 2012-00-00
Type: Journal Articles
Subjects: Adolescents,Media Literacy,Social Environment,Foreign Countries,Critical Viewing,Health Behavior,Critical Literacy,Activism,Health

In Canada, as elsewhere, there is considerable concern about adolescents' health. Much of the blame is thought to lie in the social context for today's adolescents and their interaction with and dependence on various media. Yet, it is not clear whether and how adolescents learn to engage critically with media messages about health. Emerging from the authors' previous work in conceptualizing and measuring adolescent health literacy, this article presents the results of a conceptual analysis process using the terms &quot;health literacy,&quot; &quot;critical health literacy,&quot; &quot;media literacy,&quot; &quot;critical media literacy,&quot; &quot;media activism,&quot; and &quot;critical viewing&quot; among others--to arrive at the unique construct of &quot;critical media health literacy&quot; (CMHL). (Contains 1 table and 2 figures.)
Media Narratives and Possibilities for Teachers' Embodied Concepts of Self
Author: Townsend, Jane S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Self Concept,Personal Narratives,Sex Role,Nonprint Media,Teacher Attitudes,Films,Television

Non-print media of radio, television, and film tell narratives about the image and practice of teachers, but how might these media narratives shape conceptions of teachers as well as teachers' conceptions of themselves? What elements of the media narratives do we incorporate and reject in the narratives that we construct about their professional identities? How do these media and personal narratives interact with larger social narratives, such as the purposes for schools and gender role expectations? We take a historical view of the shaping power of media narratives and the contexts in which they flourished by looking to past depictions of teachers in radio, television, and film. Although the teacher images in "Our Miss Brooks" (1948-1957), "Mister Peepers" (1952-1955), and "Teacher's Pet" (1958) are "fixed" within the media of the post-war United States, we renegotiate their narrative meanings to gain a wider-angled view.
Discovering Constructivism: How a Project-Oriented Activity-Based Media Production Course Effectively Employed Constructivist Teaching Principles
Author: Hubbard, Glenn T.
Date: 2012-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,College Students,Constructivism (Learning),Teaching Methods,Video Technology,Film Production,Learning Experience,Media Literacy,College Instruction,Case Studies

Author uses his experience leading a project-oriented special-topics course as a case study in constructivist teaching methods. Citing relevant literature from the education field, this paper considers why students chosen to work for course credit on a promotional video for a university program considered the project their greatest academic learning experience. Author points out that communication media education has long championed activity and project-based learning and argues that educators could benefit from a deeper understanding of how and why such methods are effective. (Contains 1 table.)
Connecting Assessment and Instruction to Help Students Become More Critical Producers of Multimedia
Author: Ostenson, Jonathan William
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Media Literacy,Multimedia Materials,Alignment (Education),Evaluation Criteria,Visual Arts,Film Study,Instructional Effectiveness,Instructional Improvement,Instructional Innovation,Evaluation Methods,Critical Literacy,Reflection,Video Technology,Production Techniques,Classroom Techniques

Classroom teachers have been encouraged to incorporate more multimedia production in the classroom as a means of helping students develop critical media literacy skills. However, they have not always been well trained in how to evaluate the work students create; many teachers struggle to know which criteria to use in assessing student work. This article outlines criteria from the fields of visual and film art that can inform both assessment and instruction. These criteria include color, angles, lighting, sequencing, and transitions. Approaches to teaching these criteria are also discussed.
What "Dirty Dancing" Taught Me about Media Literacy Education
Author: Fuxa, Robin
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Needs,Media Literacy,Video Technology,Media Selection,Instructional Material Evaluation,Reading Material Selection,Critical Literacy,Learner Engagement,Teacher Education Programs,Educational Technology

The author reflects on her youthful viewing of "Dirty Dancing" on video against her parents' wishes as one example of the ineffectiveness of a protectionist approach to media. She offers ideas on how she and her students (pre-service and in-service educators) think through how to navigate selection of materials for effective media literacy education. Concern over material selection is not new. Just as educators have done with print media, we, together with our students, must consider student needs and interests as we view and create media materials that both reflect and inspire critical interaction with media.
Good Teachers, Scholarly Teachers and Teachers Engaged in Scholarship of Teaching and Learning: A Case Study from McMaster University, Hamilton, Canada
Author: Vajoczki, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Scholarship,Foreign Countries,Definitions,Teacher Effectiveness,College Faculty,Teacher Surveys,Teacher Characteristics,Teaching Methods,Feedback (Response),Student Evaluation,Demography,Correlation,Questionnaires,Higher Education

This paper defines and operationalizes definitions of good teaching, scholarly teaching and the scholarship of teaching and learning in order to measure characteristics of these definitions amongst undergraduate instructors at McMaster University. A total of 2496 instructors, including all part-time instructors, were surveyed in 2007. A total of 339 surveys were returned. Indices of good teaching, scholarly teaching and scholarship of teaching and learning were developed. The data illustrated a strong correlation between good teaching and scholarly teaching and between scholarly teaching and scholarship of teaching and learning. The perceived value placed upon teaching varied across the different Faculties. New instructors and those engaged in scholarly teaching and scholarship of teaching and learning perceived teaching to be more valued than their peers. (Contains 7 tables, 1 figure and 6 footnotes.)
Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement
Author: Ratsoy, Ginny R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Undergraduate Students,Canada Natives,American Indian Culture,Drama,Service Learning,Extracurricular Activities,Learning Theories,Active Learning,Cooperative Learning,Experiential Learning,Case Studies,Praxis

In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment--integrated into a course that included more traditional assignments--in the context of situated learning theory, advocates for a community-focused assignment as a component in a &quot;traditional&quot; lecture-and-discussion based course as a tool for enhanced engagement through active, collaborative learning. While the case study explored is a drama course, the anticipated audience is pan-disciplinary, as the article casts more broadly by providing brief, general guidelines on implementing an experiential learning assignment and encouraging all professors to reflect on their classroom theory and praxis to the end of augmenting student engagement.
The Continuing Education of Faculty as Teachers at a Mid-Sized Ontario University
Author: Carter, Lorraine M.
Date: 2011-00-00
Type: Journal Articles
Subjects: College Faculty,Continuing Education,Foreign Countries,Focus Groups,Reflection,Mentors,Faculty Development

The findings outlined in this paper are the result of focus groups conducted with faculty at a mid-sized Ontario university. These nine faculty, all of whom have received awards of excellence from their university for their teaching, shared their insights about how they developed as teachers over time. More specific topics explored were as follows: how they first learned about teaching; how they continue to learn about teaching; resources that might have helped early in their teaching careers at the university; and advice they have about teaching for new university teachers, mid-career teachers, and teachers approaching retirement. While many of the observations offered here are specific to Ontario and some of the literature review is North American in focus, the paper offers valuable insights into how faculty learn to be teachers which may be helpful to universities around the world. (Contains 1 table and 3 footnotes.)
An Empirical Investigation of the Relationships among Cognitive Abilities, Cognitive Style, and Learning Preferences in Students Enrolled in Specialized Degree Courses at a Canadian College
Author: Choi, Jean
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Cognitive Ability,Cognitive Style,Preferences,Spatial Ability,Visual Learning,Verbal Learning,Cognitive Tests,Questionnaires,Predictor Variables

Although specific cognitive abilities, cognitive style, and learning preferences are assumed to be inter-related, the empirical evidence supporting this assumption is mixed. Cognitive style refers to how individuals represent information, and learning preference refers to how individuals prefer the presentation of information (Mayer &amp; Massa, 2003). Both cognitive style and learning preferences have been linked to specific cognitive abilities, such as verbal abilities, visual imagery and spatial abilities, though the nature of the inter-relationships remains tenuous in the literature. The present study addressed the roles of specific cognitive abilities in the relationship between learning preferences and the visualizer-verbalizer dimension of cognitive style, using a unique sample of students enrolled in specialized post-secondary programs. A battery of cognitive tests and questionnaires was administered. It was found that spatial abilities predicted visual cognitive style, which in turn, predicted visual learning preferences. Vocabulary knowledge predicted verbal cognitive style, but not verbal learning preferences. These results suggest that specific cognitive abilities predict visual-verbal cognitive styles, though the distinction between visual-verbal cognitive styles does not have clear associations with learning preferences. (Contains 3 tables.)
A Case Study of the Introductory Psychology Blended Learning Model at McMaster University
Author: Sana, Faria
Date: 2011-00-00
Type: Journal Articles
Subjects: Introductory Courses,Psychology,College Instruction,Blended Learning,Active Learning,Program Implementation,Barriers,Lecture Method,Tutoring,Teaching Assistants,Case Studies,Foreign Countries

This paper provides a brief review of blended learning as a didactic method, and discusses the issues and challenges of using blended learning models in post-secondary education. Blended learning refers to mixed modes of instruction that combine traditional face-to-face classroom teaching methods and online learning materials. The paper will address challenges faced by large classrooms with a diverse student body, and the ways blended learning models can help alleviate those concerns (i.e. technologically savvy students, the need for course scheduling flexibility). In addition, a case study of blended learning in higher education in the context of a unique first year Introductory Psychology program at McMaster University will be discussed. Lastly, the important learning benefits offered by blended learning systems, along with the potential barriers to their implementation will be addressed. (Contains 1 table, 2 figures and 2 footnotes.)
Hybrid Courses and Online Policy Dialogues: A Transborder Distance Learning Collaboration
Author: Pollock, Katina E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Policy,Cooperation,Foreign Countries,Distance Education,Feedback (Response),Graduate Students,Course Content,Colleges,Blended Learning,Videoconferencing,Policy Formation,Electronic Publishing,Web Sites,Technology Uses in Education,Educational Objectives,Goal Orientation

This essay describes a blended (hybrid) course collaboration used to facilitate policy dialogues between graduate students at two institutions (one in Canada and the other in the US) as a way to teach about policy. The course content and design is informed by three trends in research and practice: increased policy borrowing across boundaries and jurisdictions; calls to democratize policy making in general and in education policy in particular; and developments in teaching and learning online. Drawing on students' informal feedback in combination with reflections on instructors' experiences, we suggest that policy dialogues are a promising strategy for promoting students' learning about education policy. We also illustrate how professors can use a hybrid course structure between two institutions.