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Journal of Media Literacy Education, v8 n1 p85-92 2016

This essay explores how higher education's instrumentalist move away from the liberal arts tradition of learning by thinking and towards more vocational "experiential" approaches has implications for media literacy educators' career options, scholarly identities, and teaching strategies. Specifically, I consider my own negotiation of increasing administrative and student demands for "hands-on" production courses by confessing both my advantages on the job market and my post-hire challenges in articulating a clear research agenda. I then conclude with a case study of how I repurposed my scholar-practitioner identity and used critical theory to drive production by bringing film students into a cultural studies classroom.

Descriptors: Media Literacy, Critical Theory, Case Studies, Higher Education, Experiential Learning, Liberal Arts, Teaching Methods, Video Technology, Literacy, Literacy Education

National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor[at]jmle.org; Web site: http://digitalcommons.uri.edu/jmle/





Autor: Boulton, Christopher

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=152&id=EJ1108287



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