Effective Critical Media Literacy Pedagogy in Higher Education: Turning Social Justice Theory into Practice

Autor/in	Higdon, Nolan Ray
Titel	Effective Critical Media Literacy Pedagogy in Higher Education: Turning Social Justice Theory into Practice
Quelle	(2017), (184 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, San Francisco State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-0493-0
Schlagwörter	Hochschulschrift; Dissertation; Critical Literacy; Media Literacy; Higher Education; Teaching Methods; Outcomes of Education; Learner Engagement; Student Empowerment; Civics; Social Justice; College Students; College Faculty; Teacher Characteristics; Social Problems; Resistance (Psychology); Activism; Social Theories; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kritisches Lesen; Media skills; Medie competence; Medienkompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Studienberechtigung; Staatsbürgerkunde; Soziale Gerechtigkeit; Collegestudent; Fakultät; Social problem; Soziales Problem; Resistenz; Aktivismus; Politischer Protest; Gesellschaftstheorie; Theorie-Praxis-Beziehung
Abstract	This mixed methods dissertation explores the application of critical media literacy pedagogy in higher education. A review of the scholarly literature found that there are five hypothesized outcomes of a critical media literacy education: student engagement, empowerment, civic engagement, critical awareness of media, and adoption of a social justice agenda. The study then explored whether these outcomes were achieved in eleven classrooms (one community college, four public universities, and two private universities) across the United States. It was found that the outcomes of a critical media literacy pedagogy are likely to be achieved in college classrooms that: (1) have an engaging and inspiring instructor; (2) offer a critical perspective on media; (3) discuss issues of inequality and oppression; (4) provide space for student participation; (5) rely on contemporary content and tools; and (6) cover materials that discuss resistance and activism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01