The Art of Audiencing: Visual Journaling as a Media Education Practice

Autor/in	Redmond, Theresa
Titel	The Art of Audiencing: Visual Journaling as a Media Education Practice
Quelle	In: Journal of Media Literacy Education, 14 (2022) 1, S.137-152 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Diaries; Media Literacy; Production Techniques; Undergraduate Students; Visual Arts; Inquiry; Student Centered Learning; Creativity; Educational Practices; Audiences; Student Attitudes + Suchen Sie Ihr Suchwort? Diary; Tagebuch; Media skills; Medie competence; Medienkompetenz; Production engineering; Produktionstechnik; Optische Gestaltung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kreativität; Bildungspraxis; Spectator; Zuschauer; Schülerverhalten
Abstract	Using qualitative methods with an action research design, the author investigates uses of visual journaling as a media production opportunity in an undergraduate media literacy class. Through visual journaling as an arts-based inquiry process, students engaged in production, creating and sharing graphical representations of their emerging media literacy knowledge and perspectives. Findings illuminate visual journaling as a way of "audiencing" that cultivates agentive knowledge building, active negotiation of learning, and student-centered expression in the context of media literacy education. Visual journaling as a method of production results in a manageable and creative maker experience that augments learning, inviting students to synthesize physical materials and nonlinear digital content as a contemporary literacy act. Visual journaling has implications not only as a literacy exercise, but also as an anti-oppressive and democratic teaching and learning practice. (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: https://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01