Lesley L. Johnson is Associate Director of the Media Literacy Project at Babson College and Lecturer in the Communications Department at Northeastern University, Boston, Massachusetts.
Foreword
xi
Media Literacy Education
1
(18)
The chapter examines contemporary media literacy education core concepts within a summative historical context of communication theory. It confronts the contemporary discourse based on ``common sense assumptions'' that media and its institutions are both too ubiquitous and too frivolous to have a place in schools
Dynamics of Change
19
(32)
Offers an exploration into the potential contributions media literacy education makes toward answering some of the often asked questions regarding the purpose of education and how people engage in the creative act of meaning-making. By framing three discussions in a postmodern context, the chapter interfaces receptive aesthetics, intermodal expressive therapy, and technology and ``the self'' as they interface within media literacy education encouraging personal and professional change
Approach to Research
51
(16)
Research is designed in an ethnographic qualitative approach based in postmodern thought, hermeneutics, phenomenology, and dialectics. A brief discussion of the interface of education and therapy is broached in the context of classroom practice involving media literacy education
Teachers' Reflections and Emerging Insights: Analysis of Research
67
(60)
Narrative writings and videotaped interviews focus on the theme of change resulting from media literacy educational practice. Portraitures of each teacher's reading of their image present an ``identity theme'' for each from which they mark personal and professional change
Students' Point-of-View
127
(22)
Student's sense of self through reflection on their video image as well as their experiences in classrooms practicing media literacy education is examined. Views on the student's expressed need for inclusion of media messages in the learning environment are presented
Focus on Change
149
(8)
Thematic data analysis is synthesized and presented with conclusions drawn for future research. The phenomenological implications of ``practical'' experiences are reinforced
References
157
(14)
Appendices
171
(6)
Index
177
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