Media Representation of the Middle East: Constructive Student Engagement in an Online Environment

Autor/inn/en	Somdahl-Sands, Katrinka; Belbas, Brad
Titel	Media Representation of the Middle East: Constructive Student Engagement in an Online Environment
Quelle	In: Learning, Media and Technology, 37 (2012) 3, S.289-302 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2011.567990
Schlagwörter	Foreign Countries; Internet; Web Sites; Electronic Publishing; Web 2.0 Technologies; Technological Literacy; College Instruction; Learner Engagement; Constructivism (Learning); Media Literacy; Teaching Methods; Citizen Participation; Bias; Persuasive Discourse; Conflict; Class Activities; Controversial Issues (Course Content); Critical Literacy; Active Learning; Information Literacy; World Affairs; Current Events; Mass Media; News Reporting; Gaza Strip; Israel; Palestine + Suchen Sie Ihr Suchwort? Ausland; Web-Design; Elektronisches Publizieren; Technisches Wissen; Hochschullehre; Media skills; Medie competence; Medienkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Persuasion; Persuasive Kommunikation; Konflikt; Controversial issues; Kontroverse; Kritisches Lesen; Aktives Lernen; Informationskompetenz; Weltpolitik; Aktualität; Massenmedien; News report; Reportage; Gaza-Streifen; Palästina
Abstract	As educators interested in pedagogical uses of technology, we utilize the internet to improve students' knowledge and awareness of the world beyond our own national borders. Web-based technologies offer us resources for our courses and can play an important role in promoting a more active style of learning from our students. Yet when teaching about politically sensitive topics, or regions of the world that are less well known, we inevitably access information that is unfiltered, out-of-context, inaccurate, or biased. This paper will be an exploration of how we taught students to critically engage with each other and with online media sources through a class blog discussing the violence in Gaza during January of 2009. During the two-week project, the students investigated this new media landscape (from blogs to "YouTube") increasing their levels of techno-literacy by searching beyond their "normal" sources and by recognizing the political bias present in all online venues. Evidence will show how the students went from passive consumers of networked information to active citizen participants as they expressed their opinions, countered each other's sources, and worked out how to fundamentally disagree without losing civility. The paper will detail the pedagogical practices and challenges to creating online spaces for constructive argumentation about highly volatile issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10