More than a century ago, educational philosopher John Dewey asserted in My Pedagogical Creed his belief that “education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing.”1 The discipline of media literacy education (MLE) has evolved in recent decades to magnify [...]
Tag: "JMLE 4:3"
Framing the Future of Fanfiction: How The New York Times’ Portrayal of a Youth Media Subculture Influences Beliefs about Media Literacy Education (JMLE 4:3)
This article discusses how online fanfiction communities, their members, and their literacy practices are portrayed within popular and news media discourses. Many media literacy scholars believe these youth media subcultures practice complex and sophisticated forms of “new media” literacy. However, when educators attempt to incorporate these practices into K-12 literacy programs, the public’s reactions may [...]
This article describes a semester-long freshman learning community in which multimodal texts were used as primary texts along with traditional texts to support students’ academic literacy skills. Analysis shows that an expository video created by students contains elements of academic literacies and qualities of multimodal texts. An unexpected finding was the presence of play within [...]
Developing an Ethics of Youth Media Production Using Media Literacy, Identity, & Modality (JMLE 4:3)
This critical, theoretical paper conceptualizes what determines an ethics for youth media production. Through discussions of media literacy, identity, and multimodality, I attempt to shift the question away from “What are the ethical ways in which youth use media?” toward the question “What are the ethics we have created as media literacy educators within which [...]