New Skills for Literacy Educators

Civic education has long been a goal of liberal education, and many institutions are renewing their commitment to meaningful civic engagement as both a philosophical and educational goal of higher education. Civic engagement and media literacy are essential to fostering democracy. This chapter outlines the shared ideological and pedagogical approaches to civic and political engagement and its connection to media literacy education. The 2016 election cycle has presented a number of challenges for civic engagement and media literacy educators. Many of the core values and beliefs related to critical thinking and information literacy have been challenged.

Download Full-text

The Freedom of Critical Thinking

Journalism and Ethics ◽

10.4018/978-1-5225-8359-2.ch020 ◽

2019 ◽

pp. 349-377

Author(s):

Jennifer Fleming ◽

Masato Kajimoto

Keyword(s):

United States ◽

New York ◽

Hong Kong ◽

Media Literacy ◽

The United States ◽

Literacy Curriculum ◽

Future Directions ◽

Current Trends ◽

News Literacy ◽

Literacy Educators

This study examines how college educators in Hong Kong, Vietnam, and Malaysia adopted and adapted lessons gleaned from a news literacy curriculum developed by journalism instructors at Stony Brook University in New York. In doing so, the chapter situates the emerging field of news literacy within parameters of its parent field, media literacy, and current trends in digitization, globalization, and information freedom. Details on how educators in Asia made a pedagogy designed for American citizens relevant to their students and how they negotiated country-specific social, cultural, and political contexts are included. Future directions in research include more in-depth and comparative understandings of the processes at work in localizing media literacy frameworks as well as an exploration of what media literacy educators in the United States and other democracies can learn from their counterparts in countries where accessing, creating, and disseminating information could be considered subversive activities.

Download Full-text

Making Sense of Authors and Texts in a Remixed, Participatory Culture

Advances in Educational Marketing, Administration, and Leadership - Deconstructing the Education-Industrial Complex in the Digital Age ◽

10.4018/978-1-5225-2101-3.ch017 ◽

2017 ◽

pp. 287-302

Author(s):

Crystal L. Beach

Keyword(s):

Literacy Education ◽

Research Literature ◽

Participatory Culture ◽

Making Sense ◽

Key Terms ◽

Literacy Educators

Mikhail Bakhtin's and Jacques Rancière's theories can help educators understand students' texts in today's remixed, participatory culture. Specifically, this chapter will focus on two key terms: Bakhtin's heteroglossia and Rancière's emancipated spectator. First, the aforementioned terms will be defined in relation to the authors' ideas and applied to literacy education. Then, these ideas will be connected to how authors and texts are shaped by remixing within a participatory culture. Next, Bakhtin's and Rancière's works will be discussed to understand how they speak to each other concerning remixing in a participatory culture, pulling from examples from the research literature. Finally, it will be important to consider the implications of their work for literacy educators and researchers.

Download Full-text

When Virtual Communities Click

Handbook of Research on Practices and Outcomes in E-Learning ◽

10.4018/978-1-60566-788-1.ch011 ◽

2010 ◽

pp. 182-196

Author(s):

Jeannine Hirtle ◽

Samuel Smith

Keyword(s):

Professional Development ◽

Teacher Education ◽

Deep Learning ◽

Communities Of Practice ◽

Qualitative Data ◽

Virtual Communities ◽

Professional Culture ◽

Knowledge And Skills ◽

Literacy Educators

Communities of practice (CoP’s)—much touted and studied as a mechanism for teacher education and professional development—may offer environments for deeper learning and transformation of their participants. This chapter examines more meaningful outcomes possible in community-centered learning— deep learning, changes in professional culture and identity, and participants “finding voice”—outcomes of value not often seen in formal educational and traditional professional development settings. Drawing on qualitative data from participants in a three-year community of writers and literacy educators, this study suggests that CoP’s can be linked not only to development of knowledge and skills, but also to changes in participant beliefs, attitudes, voices, visions, and the identities of practicing educators.

Download Full-text

Critical considerations in becoming literacy educators: pre-service teachers rehearsing agency and negotiating risk

Teaching Education ◽

10.1080/10476210.2015.1034678 ◽

2015 ◽

Vol 26 (4) ◽

pp. 383-399 ◽

Cited By ~ 7

Author(s):

Anne Swenson Ticknor

Keyword(s):

Literacy Educators

Download Full-text

Refusals, Re-Turns, and Retheorizations of Affective Literacies: A Thrice-Told Data Tale

Journal of Literacy Research ◽

10.1177/1086296x20966317 ◽

2020 ◽

Vol 52 (4) ◽

pp. 482-506

Author(s):

Jaye Johnson Thiel ◽

Bessie P. Dernikos

Keyword(s):

Education Research ◽

Working Class ◽

Ways Of Knowing ◽

Literacy Education ◽

The Social ◽

Literacy Educators ◽

Class Community

In this article, we playfully revisit the same data scene, but from three different perspectives. We call these revisits re-turns to data. These re-turns draw upon moments with young boys playing at a makerspace located in a multiracial, working-class community. This idea of re-turn is not simply about revisiting a data scene; it is about re-sensing the social and what it means to be human through feeling with blackness. We offer Crawley’s theory of sonic epistemologies as a way to think and feel blackness, that is, to create otherwise worlds/knowledges/subjects. We argue that tuning into the sonic—or feeling with blackness—can help literacy educators thinking with affect to sense and develop nonhumanist ways of knowing/being/doing literacy, while simultaneously acknowledging the potential dangers of reinscribing whiteness. We propose that retheorizing affect in relation to blackness is necessary for literacy education, research, and ultimately, collective healing and justice.

Download Full-text