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Media Literacy (media + literacy)
Selected AbstractsFlashpoint: An Innovative Media Literacy Intervention For High-Risk AdolescentsJUVENILE AND FAMILY COURT JOURNAL, Issue 2 2000JANE MOORE MSW ABSTRACT This paper describes the development and formative evaluation of a media literacy, media based intervention for high-risk adolescents. The program described, Flashpoint, was developed to (1) moderate the influence of media presentations of violence, substance abuse and prejudice on adolescents; and t (2) teach participants cognitive skills which would enable them to resist impulses to engage in behavior involving violence, substance abuse or prejudice. The evaluation described studied the pilot testing of the program with three groups of adolescents (N=33) involved in the juvenile justice system: adolescents in a diversion program (first time, nonviolent offenders); adolescents on probation; and adolescents in residential custody of the Department of Youth Services. Qualitative findings are reviewed in detail. [source] Creativity through a rhetorical lens: implications for schooling, literacy and media educationLITERACY, Issue 2 2007Shakuntala Banaji Abstract This article, which is speculative in outlook and emerges from an extended literature review on this subject, takes as its basic premise the notion that the idea of ,creativity', whether in relation to literacy, schooling or the economy, is constructed as a series of rhetorical claims. These rhetorics of creativity emerge from the contexts of research, theory, policy and practice. Initially, we distinguish 10 rhetorics, which are described in relation to the philosophical or political traditions from which they spring. The discussion then focuses on four rhetorics , play, technology, politics/democracy and the creative classroom , which have most relevance for understandings of literacies and the way in which these are nurtured, encouraged and expressed in different social settings. This article aims to summarise the rhetorics and their major concerns, while considering how selected ones might apply to an instance of media literacy. Key questions addressed in this article ask whether creativity is more usefully understood as an internal cognitive function or an external cultural phenomenon; whether it is a ubiquitous human activity or a special faculty; whether it is necessarily ,pro-social' or should be dissident; and what the implications of a culturalist social psychological approach to creativity might be for analyses of the media literacy of children and young people. [source] Critical media literacy and popular film: Experiences of teaching and learning in a graduate classNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 115 2007Heather Stuckey This chapter describes the use of popular film and semiotics for the development of critical media literacy in a graduate-level education course. [source] New initiatives to promote media literacy in childrenNUTRITION BULLETIN, Issue 1 2003Paul Jackson First page of article [source] | ||||||||||