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 …
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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.
On March 10, 2011, the Toronto District School Board voted down a business deal with Onestop Media Group to place screens in the hallways that would display, amongst other content, advertisements for products geared to the student demographic.
I have often used the theme of Super Heroes to teach media literacy with junior students. It is a great tool to get students to think critically about the world in which they live. It is also a good topic because often students who are experts on super heroes are not the best readers and writers.