Education Commons^™

Both Facts And Feelings: Emotion And News Literacy, Susan Currie Sivek

Journal of Media Literacy Education

News literacy education has long focused on the significance of facts, sourcing, and verifiability. While these are critical aspects of news, rapidly developing emotion analytics technologies intended to respond to and even alter digital news audiences’ emotions also demand that we pay greater attention to the role of emotion in news consumption. This essay explores the role of emotion in the “fake news” phenomenon and the implementation of emotion analytics tools in news distribution. I examine the function of emotion in news consumption and the current status of emotion within existing news literacy training programs. Finally, I offer suggestions for …

Childhood Development: How The Fine And Performing Arts Enhance Neurological, Social, And Academic Traits, Katherine Rowe

Undergraduate Honors Theses

Abstract

Childhood development has always been a major topic when studying psychology and biology. This makes sense because the brain develops from the time a child is conceived to the time that child has reached around the age of twenty-seven. Doctors, psychologists, and sociologists look at numerous things when studying childhood development. However, how common is it for researchers to study how the fine and performing arts affect childhood development? Sociologists tend to be extremely open and mindful of all aspects of things such as culture, sexuality, religion, and even age. By taking a sociological standpoint when studying the arts …

Affective Tensions In Response, Nicole I. Caswell

Journal of Response to Writing

This article reports on a study focused on understanding the relationship between teachers’ emotional responses and the larger contextual factors that shape response practices. Drawing from response and emotion scholarship, this article proposes affective tensions as a way for understanding the tug and pull that teachers experience between what they feel they should do (mostly driven from a pedagogical perspective) and what they are expected to do (mostly driven by an institutional perspective) in a contextual moment. The case study of Kim, a community college instructor, offers an analysis of two affective tensions that emerged from her think-aloud protocol (TAP): …