Other Communication Commons^™

Speculative Design And Curriculum Development: Using Worldbuilding To Imagine A New Major In A Post-Course Era, Holly Willis, Steve Anderson

Journal of Media Literacy Education

Randy Bass, Executive Director of Georgetown’s Center for New Designs in Learning and Scholarship, recently made the provocative claim that we inhabit a “post-course era.” Building on the findings of the National Survey of Student Engagement that show that the places in which undergraduate students demonstrate the highest degree of engagement is in areas outside the traditional curriculum and its courses, Bass suggests that we not merely try to enrich the formal curriculum, but that we also consider supporting and augmenting activities in the “extra” curriculum. We can thereby create opportunities for learning within informal as well as formal settings. …

Expanding Learning Opportunities With Transmedia Practices: Inanimate Alice As An Exemplar, Laura Fleming

Journal of Media Literacy Education

The proliferation of digital and networking technologies enables us to rethink, restructure, and redefine teaching and learning. Transmedia storytelling takes advantage of the rapid convergence of media and allows teachers and learners to participate in rich virtual (and physical) environments that have been shown to foster students’ real emotional engagement with the process of learning. Transmedia learning applies storytelling techniques across multiple platforms to create immersive educational experiences that enable manifold entry and exit points for learning and teaching. By utilizing constructivist and connectivist precepts in the application of these techniques, we can create pedagogies that are transformative on many …

Transmedia Play: Literacy Across Media, Meryl Alper, Rebecca Herr-Stephenson

Journal of Media Literacy Education

Transmedia play is a new way to understand how children develop critical media literacy and new media literacies through their interactions with contemporary media that links stories and structures across platforms. This essay highlights five characteristics of transmedia play that make it particularly useful for learning: resourcefulness, sociality, mobility, accessibility, and replayability, and explains how each characteristic relates to digital and media literacy education.

Guest Editor’S Introduction, Erin Reilly

Journal of Media Literacy Education

No abstract provided.

Approaches To Learning With Media And Media Literacy Education – Trends And Current Situation In Germany, Gerhard Tulodziecki, Silke Grafe

Journal of Media Literacy Education

German approaches to media literacy education are concerned with the questions, how the variety of media can be used in a meaningful way for learning and teaching and what educational tasks result from the extensive use of media. Considering these questions there are various conceptual ideas, research and development projects as well as implementations into practice in the field of education and teacher training. The development and the current situation of approaches to media literacy education in Germany are described and discussed in the article. Thereby, the focus is on media literacy education in schools.

What A Difference Ten Years Can Make: Research Possibilities For The Future Of Media Literacy Education, Renee Hobbs

Journal of Media Literacy Education

No abstract provided.

Media Literacy And Health Promotion For Adolescents, Lynda Bergsma

Journal of Media Literacy Education

No abstract provided.

Media Literacy, Congratulations! Now, The Next Step, Jordi Torrent

Journal of Media Literacy Education

No abstract provided.

Media Literacy Education: Harnessing The Technological Imaginary, Katherine G. Fry

Journal of Media Literacy Education

No abstract provided.

Ask, Don’T Tell: Pedagogy For Media Literacy Education In The Next Decade, Faith Rogow

Journal of Media Literacy Education

No abstract provided.

Media Literacy Education: On The Move, Margaret Carmody Hagood

Journal of Media Literacy Education

No abstract provided.

The Coming Of Age Of Media Literacy, Vanessa Domine

Journal of Media Literacy Education

No abstract provided.

Participatory Learning Environments And Collective Meaning Making Practice, Erin Reilly

Journal of Media Literacy Education

No abstract provided.

New Civic Voices & The Emerging Media Literacy Landscape, Paul Mihailidis

Journal of Media Literacy Education

No abstract provided.

10 Years Of Media Literacy Education In K-12 Schools, Rhys Daunic

Journal of Media Literacy Education

No abstract provided.

Editor’S Introduction, Amy Petersen Jensen

Journal of Media Literacy Education

No abstract provided.

Using Collaborative Writing Tools For Literary Analysis: Twitter, Fan Fiction And The Crucible In The Secondary English Classroom, Jenna Mcwilliams, Daniel T. Hickey, Mary Beth Hines, Jennifer M. Conner, Stephen C. Bishop

Journal of Media Literacy Education

No abstract provided.

School-Based Smoking Prevention With Media Literacy: A Pilot Study, Melinda C. Bier, Spring J. Schmidt, David Shields, Lara Zwarun, Stephen Sherblom, Brian Primack, Cynthia Pulley, Billy Rucker

Journal of Media Literacy Education

School-based tobacco prevention programs have had limited success reducing smoking rates in the long term. Media literacy programs offer an innovative vehicle for delivery of potentially more efficacious anti-tobacco education. However, these programs have been neither widely implemented nor well evaluated. We conducted a pre-post evaluation of a cross-disciplinary tobacco media literacy program. The sample consisted of 204 students across six schools. Results indicated that students’ smoking-specific media literacy and general media literacy measures increased significantly over the course of the intervention.

“Sounds Great, But I Don’T Have Time!” Helping Teachers Meet Their Goals And Needs, Cynthia Scheibe

Journal of Media Literacy Education

No abstract provided.

Embracing And Rejecting Student Agency: Documenting Critical Reflection Practices In The Basic Communication Course Classroom, Blair C. Thompson, Renee Robinson

Basic Communication Course Annual

This interpretive study explored classroom power through the implementation of critical reflection exercises aimed at promoting student agency and learning in the basic course classroom. Data included over 400 critical reflection responses from 81 undergraduate students from four different basic course sections.

Three emergent patterns revealed students’ positive re-action to the critical reflection process, how students both embrace and reject power in the classroom, and connections between the critical reflection process and student learning. The findings offer teachers support for implementing critical reflection practices in the communication classroom.

A New Hybrid: Students’ Extensions Of Integrated Communication Content, Amy L. Housley Gaffney, Brandi N. Frisby

Basic Communication Course Annual

Using Bandura’s (1977) self-efficacy theory, this study examined student perceptions of changes in efficacy and affect toward a variety of communication skills (e.g., interpersonal, writing, visual, public speaking, group collaboration) over a sequence of two hybrid basic course classes. As part of a larger assessment initiative, both quantitative and qualitative data from the first course (n = 793) and the second course (n = 273) were analyzed. Students reported greater affect and efficacy during the second course when compared to the first course. Specifically, students reported six affective changes including expanded knowledge, enhanced collaborative skills, increased openness and acceptance, heightened …

Effect Of Goal-Setting And Self-Generated Feedback On Student Speechmaking, Luke Lefebvre

Basic Communication Course Annual

This investigation examined how goal setting strategies and self-generated feedback from video affects student grade improvement on subsequent speaking occasions. Students (n =140) across ten course sections were conveniently assigned to experimental conditions manipulating video use and goal setting strategies. Significant and meaningful main effects of anticipatory goal setting combined with self-generated feedback from video were obtained when compared to unstructured video replay, only goal setting, and self-reactive goal setting with self-generated feedback from video. Implications for these findings are examined along with the potential of video as an instructional technological tool for student learning in the introductory course.

Submission Guidelines

Basic Communication Course Annual

No abstract provided.

Basic Communication Course Annual Vol. 25

Basic Communication Course Annual

Full issue (377 pages, 14.2 MB)

Contents And Abstracts

Basic Communication Course Annual

No abstract provided.

Back Cover

Basic Communication Course Annual

No abstract provided.

Directing The Winds Of Change: The Basic Course And General Education, Joseph M. Valenzano Iii

Basic Communication Course Annual

Communication departments remain heavily reliant on the inclusion of an introductory communication course in their institution’s general education program. For this reason it is essential for Basic Course Directors (BCDs) to educate themselves on general education. In doing so they will find a new iteration of change to general education where the required course and distribution model are disappearing in favor of an interdisciplinary outcomes-driven approach. Such a shift can have dramatic repercussions on the basic course and communication programs if the course is not further connected with other areas of general education. In this essay, I argue for Basic …

Front Cover

Basic Communication Course Annual

No abstract provided.

Title Page

Basic Communication Course Annual

No abstract provided.

Editorial Board

Basic Communication Course Annual

No abstract provided.