The Canadian Journalism Foundation sponsored 2 panel presentations exploring the theme of Media as Opposition on May 24, 2017. Four of the five speakers in the first panel were Americans, as was one of the two speakers in the second. Unspoken questions from the evening might be: Is media-as-opposition not …
Currently browsing category
Neil Andersen fastcocreate.com Hail Caesar! is both an elegy and an indictment of the 1950s Hollywood studio system. The story centers on the personal and professional trials of Eddie Mannix (Josh Brolin), the head of Capitol Pictures. The movie opens with Eddie in the confession booth, remorsefully admitting to lying …
Blog post by Laurie Townshend with extension activities by Michelle Solomon The U.S. Civil Rights Movement reached a peak in the 1960’s with widespread reactions to systemic racism boiling over into protests that were both violent and non-violent. At the heart of these protests that marked an entire era in …
Please see Neil Andersen and Carol Arcus’ article describing the intersection of media literacy and social media in the Spring issue of Forum magazine.
The following observations are designed to serve as probes and provocations to uncover the essence of some important ideas about media education and media studies. Based largely on the experience of The Association for Media Literacy during the last ten years, I hope these ideas and resources will stimulate discussion and debate.
It’s always good as a teacher to revisit the ground upon which you have previously tread (1) and to reflect upon the extent to which you have dug below the surface, shifted direction, or gone in circles. So when I was asked to update an article that I wrote about cartoons (2) three years ago, I thought it would be, if nothing else, edifying. In doing so, I discovered that over the course of that time, I haven’t changed my attitude towards cartoons but actually feel stronger about their potential use in the classroom. But I have learned a few things!
Teachers are often reluctant to admit it, but one of the most common reasons why many are hesitant to bring media work into their courses is their fear of appearing to know less than their students.
Advocates for the inclusion in the curriculum of comics and graphic novels as ‘literary’ works are no doubt right about their potential to engage young readers, and perhaps even reluctant ones. Research so far indicates that students are attracted to their use in school curricula.
True popular culture (not necessarily the mainstream, commercial products that call themselves ‘pop culture’) is made from within and below, not imposed from within or above. It is always a culture of conflict and resistance, involving the struggle to make social meanings that are in the interests of the subordinate (ie, those without power). The victories, however limited, in this struggle produce popular pleasure.
The following list of texts is a jumping off point, not a definitive selection, for teachers to consider when using graphic novels in the English/Language classroom.