A New Media Literacy: Using Film Theory for a Pedagogy That Makes Skills Courses More Inclusive, Representative, and Critically Media Literate

2020 ◽  
pp. 107769582096063
Author(s):  
Alexis Romero Walker
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Film Theory ◽  
Literacy Skills ◽  
Visual Language ◽  
Gender And Sexuality ◽  
Critical Media Literacy ◽  
Critical Media ◽  
New Media Literacy ◽  
Positive Representations

It is vital that critical media literacy be integrated in media programs’ skills courses. For students to become well-rounded and inclusive media makers, educators need to help students gain critical media literacy skills when producing content. This can be done through understanding and using film theory, which demonstrates to educators how canonized visual language is systemically discriminatory. The use of contemporary film theories helps students learn to subvert the canonized language, resulting in positive representations of all communities. With convergence of conceptual topics related to race, gender, and sexuality, educators and students can work together to produce equitable media.

Critique and the video production classroom: providing students the skills to navigate new media literacies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jessie Nixon
Keyword(s):  
Young People ◽  
New Media ◽  
Digital Media ◽  
Media Literacy ◽  
Literacy Skills ◽  
Video Production ◽  
Structured Interviews ◽  
Content Type ◽  
New Media Literacy ◽  
The Impact

Purpose This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people in gaining new media literacy skills helping more young people become producers rather than consumers of digital media. Design/methodology/approach This paper describes an instrumental qualitative case study (Stake, 2000) in two elective high school video production classrooms in the Midwestern region of the USA. The author conducted observations, video and audio recorded critique sessions, conducted semi-structured interviews and collected artifacts throughout production including storyboards, brainstorms and rough and final cuts of videos. Findings Throughout critique, young video producers used argumentation strategies to cocreate meaning, multiple methods of inquiry and questioning, critically evaluated feedback and synthesized their ideas and those of their peers to achieve their intended artistic vision. Young video producers used feedback in the following ways: incorporated feedback directly into their work, rejected and ignored feedback, or incorporated some element of the feedback in a way not originally intended. Originality/value This paper demonstrates how teaching the discourse of critique can be used to eliminate barriers for young people in gaining new media literacy skills. Educators can teach argumentation and inquiry strategies through using thinking guides that encourage active processing and through engaging near peer mentors. Classroom educators can integrate the arts-based practice of the pitch critique session to maximize the impact of peer-to-peer learning.

scholarly journals Critical Media Literacy as Engaged Pedagogy

2011 ◽  
Vol 8 (4) ◽  
pp. 357-363 ◽  
Author(s):  
Rhonda Hammer
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Critical Media Literacy ◽  
Engaged Pedagogy ◽  
Everyday Lives ◽  
Critical Media ◽  
Literacy Course

Given the escalating role of media and new media in our everyday lives, there is an urgent need for courses in Critical Media Literacy, at all levels of schooling. The empowering nature of these kinds of courses is demonstrated through a discussion of a Critical Media Literacy course taught at UCLA.

“I am not alone”: The Additional Benefits of Critical Media Literacy

2019 ◽  
Vol 1 (1) ◽  
pp. 38-50
Author(s):  
Lori Bindig Yousman
Keyword(s):  
Eating Disorders ◽  
Social Justice ◽  
New Media ◽  
Media Literacy ◽  
Young Women ◽  
Sense Of Community ◽  
Literacy Curriculum ◽  
Critical Media Literacy ◽  
Critical Media

Despite the potential for technology to bring us together, current research shows that new media can actually exacerbate social disconnect and contribute to feelings of isolation, inadequacy, and anxiety. However, young women in treatment for eating disorders reported that participation in a critical media literacy curriculum helped combat isolation. More specifically, participants revealed that the discussion generated throughout the critical media literacy curriculum fostered a sense of reciprocity, companionship, self-expression, and empathy. These findings suggest that critical media literacy curricula can provide a much-needed opportunity for dialogue where individuals not only hone their understanding of media and work towards social justice, but also develop a sense of community and connection that may be missing in today’s networked culture.

scholarly journals Connecting moments of creativity, computational thinking, collaboration and new media literacy skills

2019 ◽  
Vol 120 (11/12) ◽  
pp. 704-722 ◽  
Author(s):  
Xanthippi Tsortanidou ◽  
Thanasis Daradoumis ◽  
Elena Barberá
Keyword(s):  
New Media ◽  
Computer Science ◽  
Media Literacy ◽  
Computational Thinking ◽  
Literacy Skills ◽  
Added Value ◽  
Pedagogical Model ◽  
Content Type ◽  
New Media Literacy ◽  
And Mathematics

Purpose This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched. Design/methodology/approach This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills. Findings The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement. Originality/value The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.

scholarly journals THE INFLUENCE OF TRANSFORMATIONAL LEADERSHIP ON NEW MEDIA LITERACY ABILITIES OF ENGINEERING PROFILE GYMNASIUM STUDENTS

2020 ◽  
Vol 3 ◽  
pp. 447
Author(s):  
Palmira Peciuliauskiene
Keyword(s):  
Transformational Leadership ◽  
New Media ◽  
Media Literacy ◽  
Multifactor Leadership Questionnaire ◽  
Multifactor Leadership ◽  
Confirmatory Factor ◽  
Critical Media ◽  
New Media Literacy ◽  
Collective Creation ◽  
The Continuum

The article deals with the role of transformational leadership of engineering profile gymnasium (EPG) students on their new media literacy. New media literacy covers a complex of socio-cultural, emotional and technical abilities. The operationalization of the concept of new media literacy in this study is viewed like the interaction of the two continuums: the continuum from consuming media (how to access and understand content) towards producing media (creating and sharing of media content); the continuum from functional to critical media. The study focuses on the collective creation of innovative media, social interaction and transformational leadership of engineering profile gymnasium students.  The aim of the article is to explore how engineering profile gymnasium students’ transformational leadership influences to their new media literacy abilities. New media literacy (NML) inventory was used to assess the engineering profile gymnasium students’ new media literacy abilities. Multifactor Leadership Questionnaire (MLQ) was used in the research of leadership expression. The collected data were analysed using path analysis (PA) and confirmatory factor analysis (CFA). The findings confirm that the transformational leadership statistically significantly influences new media literacy abilities: critical consuming, functional prosuming, and critical presuming abilities of engineering profile gymnasium students.   

Three Conceptions of Literacy: Media, Narrative, and Gaming Literacies

Education ◽  
2019 ◽  
Author(s):  
Christina Romero-Ivanova ◽  
Tara Kingsley ◽  
Lance Mason
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Literacy Practices ◽  
Structural Features ◽  
Game Based Learning ◽  
Critical Media Literacy ◽  
Media Messages ◽  
Critical Media ◽  
Narrative Literacy ◽  
Gaming Literacy

In the latter half of the 20th century, scholars began to contest traditional conceptions of literacy. According to these challenges, meaning is an interactive process achieved by a reader who applies their own knowledge and background experiences. Over the same period, new media technologies have emerged, leading scholars to expand their conceptions of literacy to consider how citizens make meaning in these new contexts. Literacy practices—reading, writing, and creating—are now understood as multiple and diverse practices that individuals enact beyond educational settings into other spaces of home and community. Literacy is sociocultural and diverse, involving individuals’ use of values, relationships, and things from their lives, discourses, or culturally imbedded practices. Literacy also involves multiliteracies or the use of different kinds of literacies for different purposes in various life circumstances. Literacy then is not isolated to a mere skill but involves a dynamic process that moves across various communities, discourses, and cultures, and it includes more than just language. Three genres of literacy included in this article are Media Literacy, narrative literacy, and Gaming Literacy. Media literacy is the ability to access, interpret, and produce public communication in various forms. Media literacy can be broadly understood as an approach to education that teaches students to analyze, evaluate, and create media messages using a variety of media platforms and tools. A direct offshoot of media literacy is Critical Media Literacy. Critical media literacy looks more closely at the power dimensions behind media messages and tends to emphasize structural features of media, such as considering the corporate interests supporting news organizations that construct most political news, advertising, and other forms of entertainment. Next is narrative literacy, which involves the storying of experiences, through different modes of expression or literacy practices. Narrative literacies as diverse behaviors and practices involve individuals understanding, speaking, and/or writing their world. In storying lives, sometimes individuals’ bodies (embodiment) are used in different ways to narrate. Embodiment can involve using tattoos or remembered bodily practices. Artifactual Literacies, also as practices that involve individuals’ narration of their lives, involve the use of artifacts or objects to mediate experiences. Last, gaming literacy involves the use of gamification and game-based learning as a new form of literacy and is situated in the context of game design. Game-based learning, including video games, uses games to meet learning outcomes and provides opportunities for self-directed learning where emotion and imagination situate literacy within a multimodal context. In this article, we consider how individuals make meaning through their interactions with media, gaming, and artifacts. As genres, each of the literacies we present contain particular descriptions and characteristics and are utilized by individuals for different purposes and practices.

New Media Literacy Survey--Turkish Version

2018 ◽  
Author(s):  
Mehmet Kara ◽  
Sonay Caner ◽  
Ayşe Günay Gökben ◽  
Ceyda Cengiz ◽  
Esra İşgör Şimşek ◽  
...  
Keyword(s):  
New Media ◽  
Media Literacy ◽  
Turkish Version ◽  
Literacy Survey ◽  
New Media Literacy
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