Media & Literacy Education
Adams, Dennis, and Mary Hamm. "Video
Technology & Moral Development: The Role of Electronic Media."
in Visual Literacy in Life and Learning. Eds. Roberts
A. Braden, Beverly Braden, Darrell G. Beauchamp, and Laverne
Miller. Blacksburg: Virginia Tech U, 1988. 190-96.
Bazeli, Marilyn. "Visual Literacy
Education: Developing Thinking Citizens Across Cultures."
in Visual Communications: Bridging Across Cultures. Eds.
Judy Clark-Baca, Darrell G. Beauchamp, and Roberts A. Braden.
Blacksburg, VA: International Visual Literacy Association, 1992.
55-9.
Bazeli, Marilyn, and Rhonda Robinson.
"Creating Critical Thinkers." in VisionQuest: Journeys
Towards Visual Literacy. Eds. Robert E. Griffin, J. Mark
Hunter, Carole B. Schiffman, and William J. Gibbs. University
Park, PA: International Visual Literacy Association, 1997. 267-73.
Brookfield, Stephen. "Media
Power and the Development of Media Literacy: An Adult Educational
Interpretation." Harvard Educational Review 56 (1986):
151-70.
Brookfield discusses media power and bias in television programming,
particularly political messages. He advocates educating adults
to be critical of television and suggests specific techniques
for educators to develop media literacy, including deconstructing
and decoding media, content analysis, and autobiographical analysis.
Callison, Daniel, and Carol Tilley.
"Information and Media Literacies: Towards a Common Core."
School Library Media Activities Monthly 15.2 (1998): 25-28+.
The authors define the assumptions of media literacy and information
literacy and explain a "critical core" of skills and
intellectual abilities common to both educational approaches.
They argue that both literacies can "work together in the
classroom" and provide sample activities.
Carson, Wendy. "How Media Literacy
is Taught." Utne Reader July/August 1990: 72-3.
Carson interviews Barry Duncan, a teacher of a media arts
class at the School for Experiential Education in Etobicoke,
Ontario, and explains how he teaches deconstruction of television
shows and why media literacy is important.
Christopherson, Jerry T. "The
Growing Need for Visual Literacy at the University." in
VisionQuest: Journeys Towards Visual Literacy. Eds. Robert
E. Griffin, J. Mark Hunter, Carole B. Schiffman, and William
J. Gibbs. University Park, PA: International Visual Literacy
Association, 1997. 169-74.
King, Kim M. "Leading Classroom Discussions:
Using Computers for a New Approach." Teaching Sociology
22 (1994): 174-182.
King presents an analysis of a class she taught (on the sociology
of traditional African societies) in which the students used
a threaded discussion list to carry on discussions outside of
class that supplemented the in-class discussions. She highlights
some common pitfalls of classroom discussion and analyzes how
well the computerized discussion overcame some of these difficulties,
as well as discussing advantages and disadvantages with the computerized
discussion itself. She found the online discussion increased
involvement, peer learning, feedback, and practice in critical
thinking. Some of the problems were the time consuming nature
of setting up the particular list she was using, keeping the
students "on time," and the lack of nonverbals.
Lloyd-Kolkin, Donna, and Kathleen R. Tyner.
Media & You: An Elementary Media Literacy Curriculum.
Englewood Cliffs: Educational Technology Publications, 1991.
This is a handbook for teachers that outlines a five-unit
media literacy curriculum for elementary students. It includes
units in defining mass media, production techniques, entertainment,
advertising, and information, as well as background information
for the teacher, activities, and discussion ideas.
McBrien, J. Lynn. "New Texts, New
Tools: An Argument for Media Literacy." Educational Leadership
October 1999: 76-9.
McCain, Thomas A. "Information and
Knowledge On-line: Teaching and Learning in the Communication
Age." Fisher Lecture. School of Journalism & Communication.
The Ohio State University. Sept. 1999. Online. Available: <http://jac.sbs.ohio-state.edu/co850su99/fisherlecture.htm>
Date accessed: 19 April 2000.
McCain discusses the change in learning styles from the early
1900s to the late 1990s, and characterizes the late 1990s as
being a time of "information abundance." He then goes
on the discuss the implications this has for the teaching of
communication, particularly in digitized environments. He argues
that we, as teachers, need to provide our students with the tools
of digital communication and skills in using those tools, as
well as transform the student learning environment "from
a didactic information distribution metaphor to a problem
based, chaos generating, and information using metaphor."
McNabb, Mary L. "Hypermedia: New
Dimensions of Literacy." in VisionQuest: Journeys Towards
Visual Literacy. Eds. Robert E. Griffin, J. Mark Hunter,
Carole B. Schiffman, and William J. Gibbs. University Park, PA:
International Visual Literacy Association, 1997. 49-54.
Nardi, Bonnie A. and Vicki L. O'Day. Information
Ecologies: Using Technology with Heart. Cambridge: MIT, 1999.
Nardi and O'Day provide a paradigm for analyzing situations
in which people must interact with technology, drawing from biology.
They then analyze five of these "information ecologies"
in the second part of the book showing the intricate system of
people, technologies, values, and practices that interact in
such an environment.
Robinson, Rhonda. "Teaching Visual
Literacy: Questions and Concerns About Curricula." in Visual
Communications: Bridging Across Cultures. Eds. Judy Clark-Baca,
Darrell G. Beauchamp, and Roberts A. Braden. Blacksburg, VA:
International Visual Literacy Association, 1992. 223-29.
Seels, Barbara. "Dynamite Approaches
to Visual Literacy: What's Happening in Pittsburgh." in
Visual Literacy in Life and Learning. Eds. Roberts A.
Braden, Beverly Braden, Darrell G. Beauchamp, and Laverne Miller.
Blacksburg: Virginia Tech U, 1988. 50-62.
Thoman, Elizabeth. "Media Literacy:
A Guided Tour of Selected Resources for Teaching." English
Journal January 1998: 34-7.
Thoman provides descriptions of media literacy resources for
teachers and includes information on where to get the materials.
Warschauer, Mark. Electronic Literacies:
Language, Culture, and Power in Online Education. Mahwah:
Lawrence Erlbaum, 1999.
Warschauer presents four case studies of classes that used
computer-mediated communication. He examines the role CMC plays
in education, and highlights some of the benefits and limitations
of CMC in the university.
Welch, Kathleen E. Electric Rhetoric:
Classical Rhetoric, Oralism, and a New Literacy. Cambridge:
MIT, 1999.
Welch calls upon Isocrates to explore electronic spaces, including
the Internet and television. She introduces the concepts of Screen
Literacy and Next Rhetoric and shows how they can function in
the liberal arts. She also shows the need for humanities scholars
to study new media.
Williamson, DuGald. "Media Education
in the University: Enhancing Media Literacy Through First-year
Undergraduate Coursework." Journal of Educational Media
24.3 (1999): 203-215.
Williamson provides a case study of a first-year university
course called "Media Communications Research" designed
to "assist the development of media literacy" (203).
Williamson poses the questions:
- In what ways do new communications technologies alter our
understanding of media literacy?
- How can media subjects be most relevant to students following
increasingly different educational pathways?
After exploring the problems encountered in resource-based
approaches and flexible learning, Williamson suggests strategies
for dealing with these problems in media courses.
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