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Social and Behavioral Sciences Commons™
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Articles 1 - 5 of 5
Full-Text Articles in Social and Behavioral Sciences
Using Technology To Open Storytelling Doors, Walter R. Jacobs
Using Technology To Open Storytelling Doors, Walter R. Jacobs
Walter R. Jacobs
In a University of Minnesota College of Liberal Arts online spotlight on teaching, I'm deemed to be "The Open-Door Storyteller." The article notes: "One of Jacobs' goals is to teach his students media literacy—analyzing critically what they read, hear, and see—without reducing their enjoyment of the media. He encourages his students to learn how to tell their own stories as a way of influencing how the media in turn portrays them." Technology has been a key part of this process ever since I first stepped into the classroom as an instructor in my third year of graduate school, in 1995. …
Speaking The Lower Frequencies 2.0: Digital Ghost Stories, Walter R. Jacobs
Speaking The Lower Frequencies 2.0: Digital Ghost Stories, Walter R. Jacobs
Walter R. Jacobs
In Speaking the Lower Frequencies: Students and Media Literacy Walter R. Jacobs explores how college students can become critical consumers of media while retaining the pleasure they derive from it. Speaking the Lower Frequencies 2.0: Race, Learning, and Literacy in the Digital Age builds on its predecessor by examining pedagogy and literacy through theories and practices of digital media making, specifically digital storytelling methods used in a fall 2008 undergraduate class, "Digital Storytelling in and with Communities of Color." Jacobs begins his keynote with the course description and then examines one component of the class project. students' engagement with "social …
The Pedagogy Of Digital Storytelling In The College Classroom, Rachel Raimist, Candance Doerr-Stevens, Walter R. Jacobs
The Pedagogy Of Digital Storytelling In The College Classroom, Rachel Raimist, Candance Doerr-Stevens, Walter R. Jacobs
Walter R. Jacobs
In the fall of 2008, Rachel Raimist and Walter Jacobs collaboratively designed and taught the course “Digital Storytelling in and with Communities of Color” to 18 undergraduate students from a variety of disciplines. Candance Doerr-Stevens audited the class as a graduate student. This article examines the media making processes of the students in the course, asking how participants used digital storytelling to engage with themselves and the media through content creation that both mimicked and critiqued current media messages. In particular, students used the medium of digital storytelling to build and revise identities for purposes of rememory, reinvention, and cultural …
Learning And Living Difference That Makes A Difference: Postmodern Theory & Multicultural Education, Walter R. Jacobs
Learning And Living Difference That Makes A Difference: Postmodern Theory & Multicultural Education, Walter R. Jacobs
Walter R. Jacobs
The application of postmodern theory to a transformative understanding of multiculturalism can make a difference. Multicentered culture, antiessentialist race consciousness, and political equity—aspects of a transformative multiculturalism put forward in 1996 by Newfield and Gordon—can be juxtaposed with elements of a postmodern theorization of society as a consumer-driven economy saturated with multiple mediated unstable, fragmented, and evolving discourses and cultural interaction. This theoretical construct can be illustrated with research data from college classrooms and specifically an analysis of the television show The X-Files. This analysis shows how a discussion of whiteness creates larger discussion of transformative multiculturalism in which difference …
Using Lower-Division Developmental Education Students As Teaching Assistants, Walter R. Jacobs
Using Lower-Division Developmental Education Students As Teaching Assistants, Walter R. Jacobs
Walter R. Jacobs
There has been little research on the experiences of undergraduate teaching assistants, and this small body of information is usually tightly focused on traditional disciplinary concerns like sociology, psychology, and communications. Additionally, undergraduate teaching assistant research tends to focus on upper-division students. This article explores the benefits and drawbacks of using lower-division developmental education students as teaching assistants in developmental social science courses. Included are comments from students enrolled in a course staffed by a sophomore as the teaching assistant. Employing developmental education students as teaching assistants can be beneficial to instructors, students, and the teaching assistants themselves.