東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

A Critical Comparative Study of Medi...

Rochester, Ramonia R.

FindBook

Google Book

Amazon

博客來

A Critical Comparative Study of Media Literacy in Australia, England, and the United States.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Critical Comparative Study of Media Literacy in Australia, England, and the United States./
作者:	Rochester, Ramonia R.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	269 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10642436
ISBN:	9780355675603

A Critical Comparative Study of Media Literacy in Australia, England, and the United States.
Rochester, Ramonia R.

A Critical Comparative Study of Media Literacy in Australia, England, and the United States. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 269 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2017.

Ubiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre's (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice.

ISBN: 9780355675603Subjects--Topical Terms:

516579
Education.

A Critical Comparative Study of Media Literacy in Australia, England, and the United States.
LDR:03786nmm a2200361 4500 001 2164918
005 20181127125341.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355675603
035 $a (MiAaPQ)AAI10642436
035 $a (MiAaPQ)fau:10090
035 $a AAI10642436
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rochester, Ramonia R. $3 3352975
245 1 2 $a A Critical Comparative Study of Media Literacy in Australia, England, and the United States.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 269 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Advisers: Emery J. Hyslop-Margison; Traci P. Baxley.
502 $a Thesis (Ph.D.)--Florida Atlantic University, 2017.
520 $a Ubiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre's (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice.
520 $a The study employed a multi-theoretical approach to textual analysis, within Bereday's (1964) comparative structure of inquiry. A critical policy lens supported the contextualization of ideological influences that frame democratic and critical media literacies in standards, per Bay-Cheng, Fitz, Alizaga, and Zucker's (2015) neoliberal subscales. A purposive sample of civics and citizenship, English/English language arts, and media arts/studies was employed. Differences across three main indicators were identified: socio-cultural and youth-based concerns, personal growth via media production and other skills development, and reasoning and communication skills improvement. The neoliberal influences on curricular standards were subsequently explored across three emerging themes: identity politics, problem-based and critical inquiry experiences, and the inclusion of digital new media in curriculum inquiry.
520 $a Though recognized in the countries' standards as multifaceted and complex, each obfuscates identity in some way. Both England and the United States inadequately confront race, class, gender, socio-economic status, cultural commodification, and youth-based issues. Though not overtly neoliberal, the Australian standards present identity hegemonically.
520 $a The role of media is somewhat siloed from the curriculum's conceptions of identity and active citizenship across all three countries. The English standards are least adept at developing learners' understandings of the influence of media on identity development, whereas both England and the United States over-emphasize text to the neglect of new media understandings. An apolitical view of media literacy, accompanied by techno-economic terminology, is pervasive in U.S. standards.
520 $a Despite a counter-critical approach to the framing of its curriculum priorities, Australia presents the most balanced view of democratic/critical media citizenship. England's standards reflect neoliberal-communitarian citizenship and largely neglect critical questioning. Whereas the United States takes a similarly cosmopolitan view of citizenship to Australia and England, the standards fail to comprehensively explore the links between digital democracy and political engagement.
590 $a School code: 0119.
650 4 $a Education. $3 516579
650 4 $a Education policy. $3 2191387
650 4 $a Curriculum development. $3 684418
690 $a 0515
690 $a 0458
690 $a 0727
710 2 $a Florida Atlantic University. $b Curriculum and Instruction. $3 2098540
773 0 $t Dissertation Abstracts International $g 79-07A(E).
790 $a 0119
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10642436