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

切換: 標籤 | MARC模式 | ISBD

Teaching Critical Reading: Media Lit...

Anderson, Alisha Reed.

FindBook

Google Book

Amazon

博客來

Teaching Critical Reading: Media Literacy in the High School Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching Critical Reading: Media Literacy in the High School Classroom./
作者:	Anderson, Alisha Reed.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	258 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
標題:	Mass communications. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13808584
ISBN:	9781085592901

Teaching Critical Reading: Media Literacy in the High School Classroom.
Anderson, Alisha Reed.

Teaching Critical Reading: Media Literacy in the High School Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 258 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2019.

This item must not be sold to any third party vendors.

The present qualitative action research study was conducted to examine student-participant perceptions and performance in a critical media literacy unit in an Advanced Placement English Language and Composition (AP ELC) classroom. Critical media literacy skills and, specifically, rhetorical analysis skills, are tested on the end-of-course AP ELC exam. The teacher-researcher designed a four-week unit, Reading Mass Media, and implemented it with 38 student-participants in two sections of AP ELC taught by the teacher-researcher in a racially and economically diverse rural South Carolina high school. The purpose of the present action research is to describe student-participants' performance and perceptions during the implementation of the Unit, which included rhetorical analysis of several popular culture texts (e.g., print advertisements, commercials, and movie trailers) as well as an investigation of issues of representation in the media. Though various types of media texts were used in the Unit, print advertisements were prioritized because student-participants from low socioeconomic backgrounds may have had limited access to online texts, which could affect their readiness to apply and develop new literacies. Action research methodology was used to answer the research question: What is the impact of a rhetorical analysis unit using critical media literacy on an Advanced Placement English Language and Composition class? Data collection included a pretest and pre-instruction survey, classroom observations, a posttest and post-instruction survey, and a focus-group interview. The pretest and posttest examined changes in student-participant performance, and the pre- and post-instructional surveys examined changes in student-participant perspectives. Classroom observations and the focus-group interview were used for polyangulation. Findings include the following themes: The Unit improved student-participants' confidence and performance with the skills of rhetorical analysis, increased student-participants' sensitivity to patterns of representation and stereotyping, promoted the critical reading of media texts, and encouraged active student-participant engagement. Overall, student-participants enjoyed the Unit, describing it as interesting, relevant, eye-opening, and useful in developing the skills of rhetorical analysis. The teacher-researcher used these themes to develop an action plan, which includes updating the Unit for use with future AP ELC classes, developing professional development sessions to share findings and strategies, and working with district officials to design a media literacy course.

ISBN: 9781085592901Subjects--Topical Terms:

3422380
Mass communications.
Subjects--Index Terms:

Action research

Teaching Critical Reading: Media Literacy in the High School Classroom.
LDR:03959nmm a2200397 4500 001 2277114
005 20210517123410.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9781085592901
035 $a (MiAaPQ)AAI13808584
035 $a AAI13808584
040 $a MiAaPQ $c MiAaPQ
100 1 $a Anderson, Alisha Reed. $3 3555419
245 1 0 $a Teaching Critical Reading: Media Literacy in the High School Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 258 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
500 $a Advisor: Schramm-Pate, Susan.
502 $a Thesis (Ed.D.)--University of South Carolina, 2019.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The present qualitative action research study was conducted to examine student-participant perceptions and performance in a critical media literacy unit in an Advanced Placement English Language and Composition (AP ELC) classroom. Critical media literacy skills and, specifically, rhetorical analysis skills, are tested on the end-of-course AP ELC exam. The teacher-researcher designed a four-week unit, Reading Mass Media, and implemented it with 38 student-participants in two sections of AP ELC taught by the teacher-researcher in a racially and economically diverse rural South Carolina high school. The purpose of the present action research is to describe student-participants' performance and perceptions during the implementation of the Unit, which included rhetorical analysis of several popular culture texts (e.g., print advertisements, commercials, and movie trailers) as well as an investigation of issues of representation in the media. Though various types of media texts were used in the Unit, print advertisements were prioritized because student-participants from low socioeconomic backgrounds may have had limited access to online texts, which could affect their readiness to apply and develop new literacies. Action research methodology was used to answer the research question: What is the impact of a rhetorical analysis unit using critical media literacy on an Advanced Placement English Language and Composition class? Data collection included a pretest and pre-instruction survey, classroom observations, a posttest and post-instruction survey, and a focus-group interview. The pretest and posttest examined changes in student-participant performance, and the pre- and post-instructional surveys examined changes in student-participant perspectives. Classroom observations and the focus-group interview were used for polyangulation. Findings include the following themes: The Unit improved student-participants' confidence and performance with the skills of rhetorical analysis, increased student-participants' sensitivity to patterns of representation and stereotyping, promoted the critical reading of media texts, and encouraged active student-participant engagement. Overall, student-participants enjoyed the Unit, describing it as interesting, relevant, eye-opening, and useful in developing the skills of rhetorical analysis. The teacher-researcher used these themes to develop an action plan, which includes updating the Unit for use with future AP ELC classes, developing professional development sessions to share findings and strategies, and working with district officials to design a media literacy course.
590 $a School code: 0202.
650 4 $a Mass communications. $3 3422380
650 4 $a Rhetoric. $3 516647
650 4 $a Secondary education. $3 2122779
650 4 $a Educational sociology. $3 519608
653 $a Action research
653 $a Critical media literacy
653 $a English language arts
653 $a Representation
653 $a Rhetorical analysis of popular culture texts
690 $a 0533
690 $a 0340
690 $a 0708
690 $a 0681
710 2 $a University of South Carolina. $b Curriculum and Instruction. $3 1682098
773 0 $t Dissertations Abstracts International $g 81-02A.
790 $a 0202
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13808584