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Articles 1 - 30 of 36
Full-Text Articles in Education
Leaders In Journalism Education: Administrators At Acejmc Accredited Programs And Non-Accredited Hbcu Programs Critique The Standards, Jerry Crawford
Leaders In Journalism Education: Administrators At Acejmc Accredited Programs And Non-Accredited Hbcu Programs Critique The Standards, Jerry Crawford
Journal of Research Initiatives
Administrators of journalism and mass communication units have had to make decisions on how they would lead their units into the future. For over 70 years, the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) has been the agency that provided leadership in this endeavor. This study surveyed administrators of programs of accredited and also non-accredited journalism programs at Historically Black Colleges and Universities (HBCUs), asking them to critique and discuss their thoughts on the nine standards. Nearly unanimously the administrators agreed that accreditation, or as those not accredited stated, “best practices”, are essential. The study focused on …
Review Of “The Teacher’S Guide To Media Literacy: Critical Thinking In A Multimedia World” By Cyndy Scheibe And Faith Rogow, Julie Smith
Journal of Media Literacy Education
This article reviews “The Teacher’s Guide to Media Literacy: Critical Thinking in a Multimedia World” by Cyndy Scheibe and Faith Rogow
The Hyperreality Of Daniel Boorstin, Stephanie L. Viens
The Hyperreality Of Daniel Boorstin, Stephanie L. Viens
Journal of Media Literacy Education
Early media theorists can help us to link the past and present of media literacy to pose new questions and gain new knowledge. Historian, author and Librarian on Congress Daniel Boorstin (1914 – 2004) played an important role in increasing public awareness of the constructed nature of media representations. Connections are explored between constructed reality, technological advances, media literacy education, and the current work of media scholar Douglas Rushkoff on presentist society. Daniel Boorstin helped recognize the changing nature of knowledge in an image-saturated environment and influenced a new generation of theorists, scholars and educators who have advanced the …
Federal Agency Efforts To Advance Media Literacy In Substance Abuse Prevention, Alan M. Levitt, Robert W. Denniston
Federal Agency Efforts To Advance Media Literacy In Substance Abuse Prevention, Alan M. Levitt, Robert W. Denniston
Journal of Media Literacy Education
This article describes and reflects upon efforts to generate greater support for media literacy and critical thinking within the strategies and programs of the Federal government, primarily in agencies with an interest in youth substance abuse prevention. Additionally, some of the inherent challenges and obstacles that impacted the ability to expand these efforts are discussed.
The Core Concepts: Fundamental To Media Literacy Yesterday, Today And Tomorrow, Tessa Jolls, Carolyn Wilson
The Core Concepts: Fundamental To Media Literacy Yesterday, Today And Tomorrow, Tessa Jolls, Carolyn Wilson
Journal of Media Literacy Education
“New media” does not change the essence of what media literacy is, nor does it affect its ongoing importance in society. Len Masterman, a UK-based professor, published his ground-breaking books in the 1980’s and laid the foundation for media literacy to be taught to elementary and secondary students in a systematic way that is consistent, replicable, measurable and scalable on a global basis – and thus, timeless. Masterman’s key insight was that the central unifying concept of media education is that of representation: media are symbolic sign systems that must be decoded. This paper explores the development and the application …
Teaching About Propaganda: An Examination Of The Historical Roots Of Media Literacy, Renee Hobbs, Sandra Mcgee
Teaching About Propaganda: An Examination Of The Historical Roots Of Media Literacy, Renee Hobbs, Sandra Mcgee
Journal of Media Literacy Education
Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in …
Media Now: A Historical Review Of A Media Literacy Curriculum, Yonty Friesem, Diane Quaglia Beltran, Ed Crane
Media Now: A Historical Review Of A Media Literacy Curriculum, Yonty Friesem, Diane Quaglia Beltran, Ed Crane
Journal of Media Literacy Education
The Elizabeth Thoman Archive at the Harrington School of Communication and Media, University of Rhode Island, has the last complete kit of one of the milestones in the early chronology of media literacy, the 1972 Media Now curriculum. This curriculum was the first of its kind, using self-contained lesson modules that were part of a larger series of kits, text references, and accompanying workbook. Its self-directed learning model gave students the opportunity to learn about the media, by doing, responding to, and reflecting on core concepts of media production. Using physical artifacts from the Media Now kit, historical documents, promotional …
Why History Matters For Media Literacy Education, Michael Robbgrieco
Why History Matters For Media Literacy Education, Michael Robbgrieco
Journal of Media Literacy Education
The ways people have publicly discussed and written about media literacy in the past have great bearing on how citizens, educators and learners are able to think about and practice their own media literacy. Our concepts of media literacy have evolved over time in response to changing contexts of media studies and educational discourses as well as changes in communication technologies, media industries, politics, and popular culture. My research on the history of Media&Values magazine 1977-1993, made possible by the Elizabeth Thoman Media Literacy Archive, illustrates how tracing developments of media literacy concepts over time can give us much needed …
Introduction To Media Literacy History, Sarah Bordac
Introduction To Media Literacy History, Sarah Bordac
Journal of Media Literacy Education
Why is it important for us to consider the history of media literacy? Beyond forging connections of the past to the present, exploring the history of the field can deepen intellectual curiosity and understanding for those who work in media literacy education, ignite interest in others, and drive investigation into understanding the relationships of the facets and fundamentals of media literacy from past to present and into the future. The theme of leadership emerges from questions such as: How do people build programs? How does information get disseminated? What were the challenges? Who were the learners? Who were the teachers? …
Creating Critical Viewers, Renee Cherow-O'Leary
Creating Critical Viewers, Renee Cherow-O'Leary
Journal of Media Literacy Education
This essay is a personal reflection on the implementation of Creating Critical Viewers, a national media literacy program sponsored by the National Academy of Television Arts and Sciences (NATAS), an industry association, in 1995. The television industry’s decision to develop a media literacy curriculum in the 1990s was a powerful statement by certain broadcasters to take seriously the ethical and social questions being raised about the impact of their work and to learn how to address those questions through education.
Cinekyd: Exploring The Origins Of Youth Media Production, Renee Hobbs, David Cooper Moore
Cinekyd: Exploring The Origins Of Youth Media Production, Renee Hobbs, David Cooper Moore
Journal of Media Literacy Education
No abstract provided.
Review: The Media Ecosystem: What Ecology Can Teach Us About Responsible Media Practice, Ju-Pong Lin
Review: The Media Ecosystem: What Ecology Can Teach Us About Responsible Media Practice, Ju-Pong Lin
Journal of Media Literacy Education
No abstract provided.
Review: Arts, Media And Justice: Multimodal Explorations With Youth (2013), Kelsey Greene
Review: Arts, Media And Justice: Multimodal Explorations With Youth (2013), Kelsey Greene
Journal of Media Literacy Education
No abstract provided.
Review: Slam School: Learning Through Conflict In The Hip-Hop And Spoken Word Classroom, Emily Bailin
Review: Slam School: Learning Through Conflict In The Hip-Hop And Spoken Word Classroom, Emily Bailin
Journal of Media Literacy Education
No abstract provided.
Quality Media Literacy Education. A Tool For Teachers And Teacher Educators Of Italian Elementary Schools, Damiano Felini Ed.D.
Quality Media Literacy Education. A Tool For Teachers And Teacher Educators Of Italian Elementary Schools, Damiano Felini Ed.D.
Journal of Media Literacy Education
The dissemination of good practices in MLE requires a more rigorous definition of their characteristics, including criteria and indicators to measure their quality. This article – after reflecting on the meaning and function of identifying good MLE practices – presents a systematic framework of 35 indicators for good MLE activities in Italian elementary schools. These indicators are grouped according to five general criteria of quality: adequacy of the teaching methods; competence and involvement of the actors; structuring and coherence of the activity's organization; awareness of the underlying MLE theories as well as their appropriateness; and originality of the project. The …
A Media Literacy Education Approach To Teaching Adolescents Comprehensive Sexual Health Education, Tracy Marie Scull, Christina V. Malik, Janis Beth Kupersmidt
A Media Literacy Education Approach To Teaching Adolescents Comprehensive Sexual Health Education, Tracy Marie Scull, Christina V. Malik, Janis Beth Kupersmidt
Journal of Media Literacy Education
As states are moving toward comprehensive sexual health education, educators require engaging and effective curricula. This pre-post study (N=64) examined the feasibility of a comprehensive, media literacy education program for influencing adolescents’ sexual health and media literacy outcomes. After the program, participants were more likely to have the intention to use condoms during sex and talk to partners, parents, or medical professionals prior to sex. Media literacy outcomes included decreased perceived realism of and increased skepticism of media messages and improved media deconstruction skills. Overall, the results suggest that media literacy has the potential for positively influencing sexual health decisions.
Public Address As The Basic Communication Course, William R. Upchurch
Public Address As The Basic Communication Course, William R. Upchurch
Basic Communication Course Annual
Public speaking has been at the heart of our discipline from its conceptual foundations in the ancient world to the founding of the National Council of Academic Teachers of Public Speaking in 1914. According to a longitudinal series of studies surveying the basic course in communication, the vast majority of such courses are either wholly or partially devoted to public speaking skill acquisition (Morreale, Worley, & Hugenberg, 2010). Though the field has fractured into an interdisciplinary mélange over the last century, public speaking has held onto its primacy, at least as the visible face of most departments. In fact, its …
Communication Apprehension In Hybrid And Public Speaking Basic Communication Course Textbooks, Emily A. Paskewitz
Communication Apprehension In Hybrid And Public Speaking Basic Communication Course Textbooks, Emily A. Paskewitz
Basic Communication Course Annual
For students enrolled in the basic communication course, their primary source for information about communication apprehension comes from the course textbook. Previous researchers have content analyzed textbooks for their coverage of communication apprehension in public speaking textbooks, but none have compared hybrid textbooks and public speaking textbooks. Twenty basic communication course textbooks, ten hybrid and ten public speaking, were analyzed for how they address communication apprehension. Results were consistent with previous research regarding communication apprehension in public speaking textbooks, noting few changes over the past 30 years. Implications for the basic communication course, along with suggestions for future research regarding …
Index Of Titles And Authors, Volumes 1-25
Index Of Titles And Authors, Volumes 1-25
Basic Communication Course Annual
No abstract provided.
Basic Communication Course Annual Vol. 26
Basic Communication Course Annual Vol. 26
Basic Communication Course Annual
Full issue (276 pages, 9.7 MB)
The Communication Center At U.S. Colleges And Universities: A Descriptive Overview, Luke Lefebvre, Leah Lefebvre
The Communication Center At U.S. Colleges And Universities: A Descriptive Overview, Luke Lefebvre, Leah Lefebvre
Basic Communication Course Annual
Communication centers were originally designed to augment the basic communication course and assist students in the development of their oral communication skills. According to the National Association of Communication Centers (2012), there are currently over 70 communication centers in the United States. This study offers a descriptive investigation of communication centers at colleges and universities from communication center directors. Our purpose is to provide data about the nature and state of centers so that it may inform others about how to develop, maintain, and compare centers’ trends and tendencies. This investigation discusses the following communication center information: (a) institutional context, …
Editor's Page, Joseph M. Valenzano Iii
Editor's Page, Joseph M. Valenzano Iii
Basic Communication Course Annual
This year the National Communication Association (NCA) celebrates its centennial. NCA began over a dispute between speech teachers and English teachers over the perception of oral communication receiving less instructional attention, and for the last century communication experts have been the primary party responsible for communication instruction of college students. Over the years the basic course has largely been focused on public speaking as the course to deliver this instruction, though we developed, and still teach, interpersonal communication and hybrid courses that also include small group communication. There have been several different venues in which the basic communication course has …
Preparing To Learn: Structuring The Basic Course To Increase Student Preparation And Learning, Melissa A. Broeckelman-Post, Melissa F. Tindage, Jewlz M. Shaffer, Chantel Solomon, Sarah J. Black, Mylen F. Yamamoto
Preparing To Learn: Structuring The Basic Course To Increase Student Preparation And Learning, Melissa A. Broeckelman-Post, Melissa F. Tindage, Jewlz M. Shaffer, Chantel Solomon, Sarah J. Black, Mylen F. Yamamoto
Basic Communication Course Annual
This manuscript investigates whether frequent quizzing might facilitate greater preparation and learning in the Basic Course and tests variations of frequent quizzing through a series of three separate studies in order to identify best practices for using such quizzes. The first study showed that students who were given frequent quizzes performed better on the final exam than students who were given a midterm. The second study showed that frequent online quizzes can be just as effective as frequent in-class quizzes. In the final study, students were given skeletal notes to fill out as they prepared for class, and the results …
Student Learning Outcomes: Primary Drivers Of Course Design, Samuel P. Wallace
Student Learning Outcomes: Primary Drivers Of Course Design, Samuel P. Wallace
Basic Communication Course Annual
Student Learning Outcomes (SLOs) should be the core around which every college course is centered. As a result of taking this course: What should students know? What should they be able to do or to demonstrate? What should students value? Perhaps most important, How should students be changed or affected by taking this course? Effective course planning is made possible when these outcomes are focused and specific, and when the outcomes themselves are a high priority of the course. In spite of this maxim, student learning outcomes have not always been the primary driver of the design(s) of the basic …
Civility As A Central Student Learning Outcome In The Basic And Introductory Communication Courses, Rod Troester
Civility As A Central Student Learning Outcome In The Basic And Introductory Communication Courses, Rod Troester
Basic Communication Course Annual
The basic argument being advanced is that civility ought to be a fundamental or central concern and guiding principle in our basic and introductory courses. Like the more common standards of effectiveness and appropriateness, civility ought to become one of the key standards by which we judge the quality of communication, and consequently ought to become a central learning outcome and a more significant focus in our teaching and research. Specifically, students should leave our basic interpersonal, public speaking, and business and professional speaking courses with an understanding of and appreciation for how an attitude of civility can positively influence …