Digital Media Literacy in a Sports, Popular Culture and Literature Course

Autor/in	Fortuna, Carolyn
Titel	Digital Media Literacy in a Sports, Popular Culture and Literature Course
Quelle	In: Journal of Media Literacy Education, 6 (2015) 3, S.81-89 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8715
Schlagwörter	Popular Culture; Media Literacy; High School Seniors; English Instruction; Learning Modules; Athletics; Communication Skills; Reading Skills; Literature; Theory Practice Relationship; Electronic Publishing; Race; Sex; Gender Issues; Teaching Methods; Educational Practices; Multimedia Instruction + Suchen Sie Ihr Suchwort? Popkultur; Media skills; Medie competence; Medienkompetenz; English langauage lessons; Englischunterricht; Learning module; Lernmodul; Leichtathletik; Kommunikationsstil; Reading skill; Lesefertigkeit; Literatur; Theorie-Praxis-Beziehung; Elektronisches Publizieren; Rasse; Abstammung; Geschlecht; Geschlechtsverkehr; Geschlechterfrage; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Multimediales Lernen
Abstract	This article considers how media sports culture is an apt space for digital media literacy instruction. Describing a senior year high school English course that requires students to deconstruct and compose with sports media texts, the author outlines how learning modules, analysis of curated collections of texts through heuristics, and mentor texts help students achieve higher literacy levels. The author argues that sports media literacy, due to its authenticity and relevance, can be a model for traditional literacy classrooms as ways to infuse multimodal texts and help students to gain both enhanced communication skills and critical distance from media rhetoric. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: http://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01