ethanporcaro/eric-fulltext-meta huggingface dataset:
Introduction to Media Literacy History
Author: Bordac, Sarah Evelyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Media Literacy,Educational History,Intellectual History,Teaching Methods,Educational Development,Educational Practices

Why is it important for us to consider the history of media literacy? Beyond forging connections of the past to the present, exploring the history of the field can deepen intellectual curiosity and understanding for those who work in media literacy education, ignite interest in others, and drive investigation into understanding the relationships of the facets and fundamentals of media literacy from past to present and into the future. The theme of leadership emerges from questions such as: How do people build programs? How does information get disseminated? What were the challenges? Who were the learners? Who were the teachers? What were the tools? The discussions borne from these themes lead to questions about the influence of changes in society and technology over time to media literacy education. Just as our individual experiences shape and define our personal identities, a community's past and present shape how the field sees itself today and shapes a vision for the future.
Federal Agency Efforts to Advance Media Literacy in Substance Abuse Prevention
Author: Levitt, Alan
Date: 2014-00-00
Type: Journal Articles
Subjects: Media Literacy,Substance Abuse,Prevention,Public Agencies,Federal Programs,Critical Thinking,Federal Government,Change Strategies,Program Descriptions,Barriers,Performance Factors,Social Networks,Educational Policy,Partnerships in Education,Meetings,Critical Viewing,Influences

This article describes and reflects upon efforts to generate greater support for media literacy and critical thinking within the strategies and programs of the Federal government in the early 1990s to about 2005 primarily among agencies with an interest in youth substance abuse prevention. Beginning with their personal reflections on discovering media literacy, the authors describe the wide range of initiatives that occurred under their leadership in bringing media literacy into the 1996 National Drug Control Strategy. Additionally, some of the inherent challenges and obstacles that impacted the ability to expand these efforts are described. The authors each served as Associate Director of the White House Drug Policy Office and Director of the National Youth Anti-Drug Media Campaign.
Media Now: A Historical Review of a Media Literacy Curriculum
Author: Friesem, Yonty
Date: 2014-00-00
Type: Journal Articles
Subjects: Media Literacy,Curriculum Research,Educational History,Curriculum Design,Teaching Methods,Educational Development,Educational Practices,Innovation,Learning Modules,Units of Study,Learning Activities,Active Learning,Relevance (Education),Program Termination,College Programs

The Elizabeth Thoman Archive at the Harrington School of Communication and Media, University of Rhode Island, has the last complete kit of one of the milestones in the early chronology of media literacy, the 1972 Media Now curriculum. This curriculum was the first of its kind, using self-contained lesson modules that were part of a larger series of kits, text references, and accompanying workbook. Its self-directed learning model gave students the opportunity to learn about the media, by doing, responding to, and reflecting on core concepts of media production. Using physical artifacts from the Media Now kit, historical documents, promotional materials, phone interviews with the founders and teachers of the curriculum, the authors were able to trace the development of Media Now from its historical and educational roots of the 1960s, to its full production, distribution, and training out of the facility at the Southwest Iowa Learning Resource Center (SILRC). The historical and educational impetus for creation of what started as a Title III innovation grant of the Elementary and Secondary Educational Act of 1965, matured to be a curriculum that was implemented in 600 schools across the U.S--a testament to both its need and its success. However, as times and politics changed, federal and local government cut funding for Media Now. As we reviewed its original approach to curriculum design and pedagogy, we found that the Media Now story calls for a new examination of the creative materials and techniques used in the 1970s, in light of the current need for media literacy education in and outside of the 21st century digital classroom.
The Hyperreality of Daniel Boorstin
Author: Viens, Stephanie L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Postmodernism,Educational Theories,Educational History,Educational Practices,Educational Change,Adoption (Ideas)

Early media theorists can help us to link the past and present of media literacy to pose new questions and gain new knowledge. Historian, author and Librarian on Congress Daniel Boorstin (1914-2004) played an important role in increasing public awareness of the constructed nature of media representations. Connections are explored between constructed reality, technological advances, media literacy education, and the current work of media scholar Douglas Rushkoff on &quot;presentist society.&quot; Daniel Boorstin helped recognize the changing nature of knowledge in an image-saturated environment and influenced a new generation of theorists, scholars and educators who have advanced the field of media literacy education.
Why History Matters for Media Literacy Education
Author: RobbGrieco, Michael
Date: 2014-00-00
Type: Journal Articles
Subjects: Media Literacy,Educational Practices,Educational History,Fundamental Concepts,Values,Periodicals,Investigations,Bibliometrics,Audiences,Discourse Analysis,Educational Change,Educational Theories,Educational Research,Institutional Characteristics

The ways people have publicly discussed and written about media literacy in the past have great bearing on how citizens, educators and learners are able to think about and practice their own media literacy. Our concepts of media literacy have evolved over time in response to changing contexts of media studies and educational discourses as well as changes in communication technologies, media industries, politics, and popular culture. My research on the history of &quot;Media&amp;Values&quot; magazine 1977-1993, made possible by the Elizabeth Thoman Media Literacy Archive, illustrates how tracing developments of media literacy concepts over time can give us much needed perspective on the discursive contexts that constitute our field of media literacy practices today. In &quot;Media&amp;Values&quot;, media literacy emerges from its historical contexts as a means for reform, a practice of understanding representation/reality, and a pedagogy of social analysis and inquiry. Each of these themes constructs media literacy as an intervention in power, but at different conceptual levels--addressing institutions; demystifying ideology; and negotiating identities. These historical constructions lend perspective for understanding our diverse approaches to media literacy education today in terms of how we constitute power relations among learners, educators, media makers and users, and media texts, technology and industry.
The Core Concepts: Fundamental to Media Literacy Yesterday, Today and Tomorrow
Author: Jolls, Tessa
Date: 2014-00-00
Type: Journal Articles
Subjects: Fundamental Concepts,Media Literacy,Educational Trends,Educational History,Educational Development,Educational Practices,Foreign Countries,Concept Teaching,Elementary Secondary Education

&quot;New media&quot; does not change the essence of what media literacy is, nor does it affect its ongoing importance in society. Len Masterman, a UK-based professor, published his ground-breaking books in the 1980's and laid the foundation for media literacy to be taught to elementary and secondary students in a systematic way that is consistent, replicable, measurable and scalable on a global basis--and thus, timeless. Masterman's key insight was that the central unifying concept of media education is that of representation: media are symbolic sign systems that must be decoded. This paper explores the development and the application of the Core Concepts of media literacy, based on Masterman's groundbreaking work, in Canada and in the U.S.
Creating Critical Viewers: A Personal Reflection
Author: Cherow-O'Leary, Renee
Date: 2014-00-00
Type: Journal Articles
Subjects: Essays,Media Literacy,Curriculum Development,Critical Viewing,Program Implementation,Television Curriculum,Program Development,Program Descriptions,Learning Activities,Barriers,Performance Factors,Educational Practices

This essay is a personal reflection on the implementation of &quot;Creating Critical Viewers,&quot; a national media literacy program sponsored by the National Academy of Television Arts and Sciences (NATAS), an industry association, in 1995. The television industry's decision to develop a media literacy curriculum in the 1990s was a powerful statement by certain broadcasters to take seriously the ethical and social questions being raised about the impact of their work and to learn how to address those questions through education.
Teaching about Propaganda: An Examination of the Historical Roots of Media Literacy
Author: Hobbs, Renee
Date: 2014-00-00
Type: Journal Articles
Subjects: Propaganda,Media Literacy,Teaching Methods,Public Relations,Instructional Materials,Educational History,Criticism,Intellectual History,Critical Theory,Philanthropic Foundations,Reflection,Transformative Learning,Educational Development,Educational Trends,Content Analysis,Curriculum Research

Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in an easy-to-remember way. In this paper, we compare the popular list of seven propaganda techniques (with terms like &quot;glittering generalities&quot; and &quot;bandwagon&quot;) to a less well-known list, the ABC's of Propaganda Analysis. While the seven propaganda techniques, rooted in ancient rhetoric, have endured as the dominant approach to explore persuasion and propaganda in secondary English education, the ABC's of Propaganda Analysis, with its focus on the practice of personal reflection and life history analysis, anticipates some of the core concepts and instructional practices of media literacy in the 21st century. Following from this insight, we see evidence of the value of &quot;social reflection practices&quot; for exploring propaganda in the context of formal and informal learning. Crowdsourcing may help create increased informational clarity for consumers because ambiguous, incomplete, blurry and biased information actually inspires us to have conversations, share ideas, and listen to each other as a means to find truth.
Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed
Author: Fujii, Toshiakira
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Mathematics Teachers,Misconceptions,Teacher Improvement,Teacher Collaboration,Problem Solving,Faculty Development,Followup Studies,Elementary School Mathematics,Secondary School Mathematics

This paper is based on data gathered during visits to Uganda and Malawi, conducted by the International Math-teacher Professionalization Using Lesson Study (IMPULS) project and the Japanese International Cooperation Agency (JICA). The author's observations and experiences highlighted misconceptions about lesson study. The paper concludes that some key factors can be viewed as either affordances, or constraints, on practice, while others are best understood against several misconceptions that seem to be common outside Japan.
Lesson Study with Mathematical Resources: A Sustainable Model for Locally-Led Teacher Professional Learning
Author: Lewis, Catherine
Date: 2014-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Teachers,Teacher Collaboration,Communities of Practice,Sustainability,Faculty Development,Mathematical Concepts,Knowledge Base for Teaching,Statistical Analysis,Lesson Plans,Mathematics Curriculum,Video Technology,Elementary School Mathematics,Elementary School Teachers,Grade 2,Grade 3,Grade 4,Grade 5,Experimental Groups,Control Groups,Comparative Analysis,Coding,Teacher Evaluation,Teaching Methods,Instructional Effectiveness

Teams of educators conducted lesson study independently, supported by a resource kit that included mathematical tasks, curriculum materials, lesson videos and plans, and research articles, as well as protocols to support lesson study. The mathematical resources focused on linear measurement interpretation of fractions. This report examines the resource kit content, the changes in teachers' fractions knowledge, and the lesson study processes that enabled changes in teachers' knowledge. Quantitative findings show that teachers in the experimental condition (lesson study supported by resource kits) significantly improved three of the four facets of fractions knowledge studied, including understanding the whole, unit fractions, and fractions as numbers; whereas control group teachers did not. Qualitative data, including video and written reflections, illuminate activities that supported teachers' knowledge development, including solving and discussing mathematical tasks, studying curriculum and research, and observing students during research lessons.
Integrating Physical Activity, Coach Collaboration, and Life Skill Development in Youth: School Counselors&apos; Perceptions
Author: Hayden, Laura
Date: 2014-00-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Physical Activities,Correlation,Individual Development,Counselor Attitudes,Daily Living Skills,Coaching (Performance),Counselor Role,Content Validity,Construct Validity,Online Surveys,High School Students

Given the social, emotional, and academic benefits of physical activity related to youth development (Hellison, 2011), coupled with the minimal research regarding how school counselors can use physical activity for life skill development, this article focuses on school counselors&apos; beliefs about collaborating with coaches and using physical activity to develop life skills. In surveying 338 school counselors, we found support for collaborating with coaches and using physical activity to develop life skills, in addition to interest in training opportunities for school counselors to integrate physical activity into their job. Implications for school counselors, coaches, and other stakeholders are provided.
Cultural Challenges in Adapting Lesson Study to a Philippines Setting
Author: Ebaeguin, Marlon
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Cultural Differences,Cultural Influences,Secondary School Teachers,Junior High Schools,High Schools,Cross Cultural Studies,Communities of Practice,Faculty Development,Teacher Collaboration,Cooperative Planning,Lesson Plans,Questionnaires,Teacher Attitudes

Promising improved student and teacher learning, Japanese lesson study has attracted many international educators to try to implement it in their own contexts. However, a simple transference model of implementation is likely to meet difficulties. Key determinants of any adaptation will be differences between existing conventions of pedagogy and of teacher professional development in Japan and the adapting country. These conventions will be reflective of underlying cultural differences. This paper reports a study the adaptations required to increase the transferability of Japanese lesson study for use in the Philippines. Hofstede's dimensions of national culture are utilised to identify and analyse the incongruences in cultural orientations between Japanese and Philippine teachers, which may explain the adaptations needed in order to implement lesson study in Philippine schools. Sensitivity to cultural challenges during the process of adaptation should increase the chances of successful implementation to the benefit of Philippine teachers.
&quot;Education Is Dead&quot;: A Requiem, of Sorts
Author: Attick, Dennis
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Role of Education,Cognitive Development,Public Education,Social Influences,Educational Practices,Politics of Education

In this article Dennis Attick explores how a reliance on communication technologies, and the technorationality this has wrought, contributes to the &quot;education spectacle today.&quot; Attick discusses how the spectacle of education, with its reliance on communication technologies, has come to define what is widely accepted as reality for education today, and how these technologies are used to promulgate the notion that education is dead. While technology allows students and teachers to access an inordinate amount of interesting information and allows them to work more efficiently and more quickly, what is lacking in many conversations about education today is a discussion of purpose. What is the purpose of education? What is a good education? Why is a good education important? Those questions are not an argument against technology in education in sum; but help to question what this democratization of education via technology might look like within the constraints of the age of spectacle in which we live. Does an education that develops critical consciousness actually benefit from the use of communication technology? K-12 teachers, university professors, philosophers, and scholars alike must continue to question the role of technology in their own lives, in their teaching and scholarship, and the degree to which the spectacular world today continually mediates understanding and inquiry.
Using a Monitoring Process to Effectively Assist Struggling Pre-Service Teacher Candidates
Author: Kincaid, Maureen
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Progress Monitoring,Case Studies,Intervention,Educational Diagnosis,Remedial Programs,Teaching Methods,Professional Identity,Educational Resources,Course Evaluation,Student Teaching,Developmental Programs,Educational Practices

A critical issue in teacher preparation today is that some candidates meet the criteria for admission to teacher education programs yet they struggle or fail to develop the levels of knowledge, skills, and/or dispositions required to complete the program. This article offers three different case studies to examine the monitoring process developed by one teacher preparation program to identify such students and provide effective interventions.
Lost in Conflation: An Argument for the Ambivalence of Hegemony in Educational Studies
Author: Carusi, F. Tony
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Bias,Social Justice,Group Dynamics,Power Structure,Disproportionate Representation,Ideology,Theories,Educational Change,Educational Research,Politics of Education

In this article, F. Tony Carusi discusses the relationship between emancipation and oppression as one of the central pre-occupations of educational studies. Questions regarding the status of the oppressed within an oppressive system and their role in maintaining that system, as well as exploring theories and practices of emancipation in light of these systems are just some of the entry points educational researchers have made into this relationship. Given the interest in how it is that the oppressed contribute to their own oppression, it should come as no surprise that the concept of hegemony has found a home within this field. The author addresses these issues in the first section of his paper, then offers a review of some of the half-uses of hegemony within educational studies. The second section shows the underlying conceptual problems that arise when hegemony, understood in its narrow sense, is conflated with a theory of ideology that requires a privileged agent of change. The third section of this paper offers a brief conceptual development of hegemony to highlight the sense of political agency directed toward social change that is frequently overlooked within educational studies. Carusi concludes that educational studies with its unique commitment to critical theory and political action in education stands as an area in which wide-ranging theoretical and practical expertise can be explored. With support from educational studies research, the maintenance and oppression of hegemony has already received a great deal of attention, yet, with an ambivalent hegemony, educational studies may now turn to the formation and emancipation that hegemony also offers.
Social Justice in Teacher Education: Naming Discrimination to Promote Transformative Action
Author: Lemley, Christine K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Case Studies,Educational Discrimination,Social Discrimination,Social Justice,Equal Education,Class Activities,Transformative Learning,Critical Incidents Method,Foundations of Education,Personal Narratives,Disproportionate Representation,Observation,Semi Structured Interviews

In this article, Christine K. Lemley presents a case study that focuses on the overarching question, &quot;How do teacher candidates reflect on discrimination to promote transformative action?&quot; and examines an assignment, composed of two written papers. At the beginning of the semester, the teacher candidates wrote a paper in which they identified discriminatory acts they had experienced or observed, and at the end of the semester, the teacher candidates wrote a second paper incorporating readings and class discussions to illustrate how they could transform the incidents to have emancipatory outcomes. Some of the teacher candidates described contemporary situations in which they could enact change, while most described past discriminatory acts--so the transformative actions they proposed were hypothetical. The purpose of this activity was to demonstrate how the teacher candidates could identify and access resources that they could use to promote more equity in school and community settings.
The Voices behind the Numbers: Understanding the Experiences of Homeless Students
Author: Mohan, Erica
Date: 2014-00-00
Type: Journal Articles
Subjects: Homeless People,Student Experience,Disadvantaged,Educational Experience,Poverty,Phenomenology,Youth Problems,Social Indicators,Poverty Programs,Interviews,Urban Youth,Etiology,Housing,Housing Needs,Public Policy,Academic Persistence,Children,Child Welfare,Student Welfare

In a given year, approximately 1.6 million children in the United States experience homelessness, and research shows that their living conditions generally place these children at risk for educational underperformance and failure at school (Hall, 2007; Love, 2009). Although lack of education or low levels of education on the part of a head of household are often identified as indicators of poverty, or associated with the persistence of poverty, too few researchers have attempted to understand the lived experience of poverty and its impact on educational experiences through the eyes of children and youth. In this article, we bring the harsh realities of children's experiences to light through portraits of five homeless children. After situating homelessness within the context of the McKinney-Vento Act, and within the broader context of empirical research on homelessness and its impact on children's educational experiences, we attempt to put a human face on the challenge of child homelessness and poverty in America. A bibliography is included.