Beyond the smear word: media literacy educators tackle contemporary propaganda

2021 ◽  
pp. 413-428
Author(s):  
Renee Hobbs
Keyword(s):  
Media Literacy ◽  
Literacy Educators

Media Literacy for Political Cognition in Higher Education

2018 ◽  
pp. 305-331
Author(s):  
Chad Woolard
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
Media Literacy ◽  
Information Literacy ◽  
Civic Education ◽  
The Core ◽  
2016 Election ◽  
Values And Beliefs ◽  
Literacy Educators ◽  
Pedagogical Approaches

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.

The Freedom of Critical Thinking

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.

Integrating Media Literacy Into Mathematics

2019 ◽  
pp. 27-49
Author(s):  
Patricia A. Kolodnicki
Keyword(s):  
Media Literacy ◽  
Mathematics Classroom ◽  
Expert Advice ◽  
Future Research ◽  
Progressive Pedagogy ◽  
Future Success ◽  
High Standards ◽  
And Mathematics ◽  
Mathematics Research ◽  
Literacy Educators

A disconnect between the content taught in mathematics classroom and the skills young adults need for future success has created need for more diverse pedagogy. Media literacy and mathematics communities agree on similar goals for students to access media, evaluate it, and produce their own. Through the use of progressive instructional techniques, specifically involving media literacy, educators can simultaneously address overlooked equity concerns in mathematics. Research has found that these techniques can help students by holding them to high standards, support math thinking and language development, draw on students' prior knowledge, value their communities, and solve real-world problems that they will be facing in the future. Practical suggestions and expert advice for implementing more progressive pedagogy are included. Issues and solutions to infuse new methods into the classroom are outlined along with future research suggestions.

Media Literacy for Political Cognition in Higher Education

2021 ◽  
pp. 757-783
Author(s):  
Chad Woolard
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
Media Literacy ◽  
Information Literacy ◽  
Civic Education ◽  
The Core ◽  
2016 Election ◽  
Values And Beliefs ◽  
Literacy Educators ◽  
Pedagogical Approaches

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.

The Freedom of Critical Thinking

2016 ◽  
pp. 208-235 ◽  
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.

How Media Literacy Educators Reclaimed Copyright and Fair Use

2009 ◽  
Vol 1 (3) ◽  
pp. 33-48 ◽  
Author(s):  
Renee Hobbs ◽  
Peter Jaszi ◽  
Patricia Aufderheide
Keyword(s):  
Media Literacy ◽  
Fair Use ◽  
Literacy Educators

scholarly journals Educating the Precariat: Intern Labour and a Renewed Approach to Media Literacy Education

2015 ◽  
Vol 13 (2) ◽  
pp. 526-532 ◽  
Author(s):  
Doug Tewksbury
Keyword(s):  
Media Literacy ◽  
Literacy Education ◽  
Creative Industries ◽  
Media Production ◽  
Media Content ◽  
Media Literacy Education ◽  
The Media ◽  
The Creation ◽  
Literacy Educators

As internships have become more common in the production of media content, the media literacy movement has been neglectful in addressing the role of labour in general and internship labour in particular as a necessary component in deconstructing media content. This paper argues that media literacy educators should teach citizens to understand not just the content and grammar of media production, but also the labour conditions that underlie the creation of this content, with internships being among the most exploitative development in recent years and representative of a larger issue of worker precarity. The paper concludes with a call for reforms to media literacy pedagogy to address workers’ rights and dignity in media and creative industries.  

Cognitive Processing of Film Cuts Among 4- to 8-Year-Old Children

2012 ◽  
Vol 17 (4) ◽  
pp. 257-265 ◽  
Author(s):  
Carmen Munk ◽  
Günter Daniel Rey ◽  
Anna Katharina Diergarten ◽  
Gerhild Nieding ◽  
Wolfgang Schneider ◽  
...  
Keyword(s):  
Eye Movements ◽  
Cognitive Processing ◽  
Media Literacy ◽  
Age Groups ◽  
Reaction Times ◽  
Time Span ◽  
Short Film ◽  
Calculation Formula ◽  
Eye Tracker ◽  
Chronological Sequence

An eye tracker experiment investigated 4-, 6-, and 8-year old children’s cognitive processing of film cuts. Nine short film sequences with or without editing errors were presented to 79 children. Eye movements up to 400 ms after the targeted film cuts were measured and analyzed using a new calculation formula based on Manhattan Metrics. No age effects were found for jump cuts (i.e., small movement discontinuities in a film). However, disturbances resulting from reversed-angle shots (i.e., a switch of the left-right position of actors in successive shots) led to increased reaction times between 6- and 8-year old children, whereas children of all age groups had difficulties coping with narrative discontinuity (i.e., the canonical chronological sequence of film actions is disrupted). Furthermore, 4-year old children showed a greater number of overall eye movements than 6- and 8-year old children. This indicates that some viewing skills are developed between 4 and 6 years of age. The results of the study provide evidence of a crucial time span of knowledge acquisition for television-based media literacy between 4 and 8 years.

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