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Media Literacy for University Film a...

Valenti, Laurie Trotta.

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Media Literacy for University Film and Media Students: Teaching Onscreen Violence and Social Responsibility To Future Entertainment Industry Professionals.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Media Literacy for University Film and Media Students: Teaching Onscreen Violence and Social Responsibility To Future Entertainment Industry Professionals./
Author:	Valenti, Laurie Trotta.
Description:	143 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Mass communication. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3667170
ISBN:	9781321410730

Media Literacy for University Film and Media Students: Teaching Onscreen Violence and Social Responsibility To Future Entertainment Industry Professionals.
Valenti, Laurie Trotta.

Media Literacy for University Film and Media Students: Teaching Onscreen Violence and Social Responsibility To Future Entertainment Industry Professionals. - 143 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2014.

This experimental pretest-posttest design study extended the field of media literacy research to pre-professionals in the entertainment industry. Specifically, it investigated the effects of lecture, film screenings and focused discussions on media literacy general awareness, comprehension, critical thinking and attitudes about filmmakers' responsibility after a unit of instruction on media violence designed specifically for university film majors.

ISBN: 9781321410730Subjects--Topical Terms:

2144804
Mass communication.

Media Literacy for University Film and Media Students: Teaching Onscreen Violence and Social Responsibility To Future Entertainment Industry Professionals.
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020 $a 9781321410730
035 $a (MiAaPQ)AAI3667170
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100 1 $a Valenti, Laurie Trotta. $3 3179751
245 1 0 $a Media Literacy for University Film and Media Students: Teaching Onscreen Violence and Social Responsibility To Future Entertainment Industry Professionals.
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Adviser: Wilhelmina Savenye.
502 $a Thesis (Ph.D.)--Arizona State University, 2014.
520 $a This experimental pretest-posttest design study extended the field of media literacy research to pre-professionals in the entertainment industry. Specifically, it investigated the effects of lecture, film screenings and focused discussions on media literacy general awareness, comprehension, critical thinking and attitudes about filmmakers' responsibility after a unit of instruction on media violence designed specifically for university film majors.
520 $a Inherent in this process was an attempt to create a valid instrument for measuring media literacy awareness, comprehension, critical thinking and attitudes about social responsibilities among future media makers. Items were presented from the perspective of a creator of entertainment products. A demographic survey was used to collect data on past media literacy education and media viewing habits of this niche group, while evaluation data provided insights into the thought processes of students as they considered issues of media literacy -- sometimes for the first time -- in their own lives, in the lives of others, and in their future careers. Factorial analysis was used to test the effectiveness of the instrument. Analyses of variance were employed to measure pretest-posttest differences in treatment groups and Paired Samples T-tests to measure differences across the entire sample. Responses to open-ended evaluation questions were analyzed and coded and presented by item. Results showed positive changes in comprehension and filmmaker responsibility attitudes across treatment groups and significant positive differences in media awareness and critical thinking among students across treatment groups.
520 $a Results did not align with treatment groups: the students who watched film clips and participated in focused discussions gained knowledge but did not achieve significantly greater mean scores than those who did not participate in these treatments.
520 $a Findings support those in the research literature that holistic media literacy instruction, which incorporates aspects of creating as well as consuming entertainment products, can open new pathways of criticality about media issues. Media should be presented in context and with direction from the instructor. In eight evaluation items, some 90% of the young media makers agreed that the media violence lesson influenced their thinking and that they would consider material taught in this lesson when creating future media products.
590 $a School code: 0010.
650 4 $a Mass communication. $3 2144804
650 4 $a Film studies. $3 2122736
650 4 $a Ethics. $3 517264
650 4 $a Web studies. $3 2122754
690 $a 0708
690 $a 0900
690 $a 0394
690 $a 0646
710 2 $a Arizona State University. $b Educational Technology. $3 2095127
773 0 $t Dissertation Abstracts International $g 76-04A(E).
790 $a 0010
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3667170