The Elementary Bubble Project: Exploring Critical Media Literacy in a Fourth‐Grade Classroom

Gainer, Jesse; Valdez-Gainer, Nancy; Kinard, Timothy

doi:10.1598/rt.62.8.5

Cited by 11 publications

(5 citation statements)

References 10 publications

(13 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers asked for more information on how digital tools might be better used in their literacy instruction for social justice in several areas: to make students more globally aware, to help students pursue/challenge questions of identity, and to help students differentiate for learning styles and ability levels in the classroom. We asked a teacher pursuing social justice through an identity unit to present as an exemplar for the other teachers, and we followed this discussion with readings (e.g., Ciardiello, 2004; Dwyer, 2016; Gainer, Valdez‐Gainer, & Kinard, 2009; McQuirter Scott & Meeussen, 2017) that address the different aspects of digital tools requested by teachers.…”

Section: Resultsmentioning

confidence: 99%

Toward a Professional Development Model for Writing as a Digital, Participatory Process

Howell

Pérez

Abraham

2020

Reading Research Quarterly

View full text Add to dashboard Cite

In this formative experiment, the authors focused on developing professional development for upper elementary school teachers and investigating how it was integrated into teachers’ instruction to improve their ability to make writing a more digital, participatory process. Theoretical perspectives pertaining to technology use in education specify that this instruction should emphasize students creating rather than consuming information from media sources and that this creation process should be social. However, recent research of preadolescents has shown that although these students are using technology more in schools, they are often using technology to consume rather than create information. Further, literacy teachers, in particular, have identified barriers to integrating technology effectively into their curriculum. Thus, there is a critical need for professional development that helps teachers more effectively integrate technology into their classrooms. The objective of this study was to develop a professional development model that helps teachers engage students in writing as both a digital process and a social process. The essential elements studied in this model include the following: (a) sustained professional development, including the gradual release of teacher inquiry; (b) writing as a social practice; and (c) the use of digital tools to engage students in writing. Using both qualitative and quantitative methods, the authors studied the implementation of this professional development model in a summer institute and in teacher classrooms.

show abstract

Section: Resultsmentioning

confidence: 99%

Toward a Professional Development Model for Writing as a Digital, Participatory Process

Howell

Pérez

Abraham

2020

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

“…Students' participation in class discussions, analysis of photographs, and conversations with victims supported their analysis and comparisons of mainstream discourses and opened spaces to validate the silenced voices in the grand narrative of Colombia's armed conflict (Ortega, 2016). Moreover, the use of cml key concepts and questions helped students analyze and critique media messages to unveil lifestyles, values, and worldviews promoted by mainstream media texts (Kellner & Share, 2005), thus deconstructing commonly spread representations of peace and violence in Colombia, and making their voices heard (Gainer et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Through cml, learners can develop skills to uncover hidden messages in lifestyles, values, and worldviews promoted by media texts. They might also examine different issues affecting their lives, make connections to what happens in society (Kellner & Share, 2005), and make their voices heard through the creation of alternative media texts (Gainer et al, 2009). Hence, this type of work enhances the use of the media to promote social change and positions students as citizens responsible for constructing a better society (Kellner & Share, 2005).…”

Section: Critical Media Literacymentioning

confidence: 99%

Envisioning Paths Towards Peacebuilding in Foreign Language Teacher Education

Cardona

Medina

2023

Íkala

View full text Add to dashboard Cite

In a country struggling to emerge from the shadows of a relentless armed conflict, where media manipulation puts a stable reconciliation process at risk, foreign language educators are called on to act. This article presents the results of a study conducted with three foreign language students tudying in one of the sites of a public university in the Department of Antioquia, Colombia, located in a region affected by cultural, structural, direct, and ecological violence. The study resorted to critical peace education and critical media literacy theories as well as to local contributions from a pedagogy of memory to foster critical consciousness about the armed conflict in Colombia. Data collection methods included a survey, recordings of class discussions, samples of students' work, and individual and group interviews. Data showed that the participants reflected critically on the role of different war agents, increased their capacity to question media messages, recognized the relevance of including the victims’ voices, and created counter-texts to contest dominant narratives about the conflict. Findings confirm the urgent need to prepare future foreign language educators to respond to their learners’ harsh social realities and exert their agency to generate transformations. They also highlight the need to do more interdisciplinary work in ELT and to value the contributions of local knowledge that helps us both understand the dynamics of violence in our contexts and envision possibilities for peacebuilding in Colombia.

show abstract

“…Sedangkan kegiatan ekstrakurikuler dilaksanakan melalui berbagai kegiatan yang bersifat umum dan tidak terkait langsung dengan mata pelajaran (Permendikbud Nomor 103 Tahun 2014 tentang Pedoman Pelaksanaan Pembelajaran pada Pendidikan Dasar dan Pendidikan Menengah). Literasi media berkaitan dengan pendidikan di sekolah telah diteliti dan dikembangkan oleh berbagai negara, seperti yang diungkapkan oleh Aufderheide & Firestone (1992); Brown (1998);Alvermann, Moon, & Hagood (1999); Cheung (2007); Cheung (2009); Arke & Primack (2009);Gainer, Valdez-Gainer, & Kinard (2009); Amory 2011 Nathanson & Yang (2003) mengungkapkan bahwa untuk membuat sebuah desain literasi media, perlu adanya analisis terhadap target atau sasaran seperti pola perilaku, bakat, dan pencapaiannya. Kajian dilakukan terhadap data-data tentang permasalahan siswa berkenaan dengan efek media pada khususnya, visi misi sekolah yang menjadi salah satu rambu dalam penyusunan atau pengembangan kurikulum di satuan pendidikan SMA Al-Irsyad Satya, serta kajian terhadap dokumen satuan pendidikan SMA Al-Irsyad Satya terkait indikator-indikator yang telah ada dalam mata pelajaran lainnya agar tidak terjadi tumpang tindih.…”

Section: Pendahuluanunclassified

Desain kurikulum literasi media berlandaskan nilai-nilai Islam di sekolah menengah atas Al Irsyad Satya

Kurniasari

Kurniawan

2019

JPIPFIP

View full text Add to dashboard Cite

Globalisasi sebagai sebuah bahasan kontemporer menjadikan dunia menjadi seolah berbaur tanpa sekat. Sisi positifnya, kemudahan mengakses media atau informasi dari berbagai belahan dunia menjadikan semakin bervariasinya cara untuk memudahkan kehidupan manusia. Namun sebagai konsekuensi negatif, berbagai budaya atau paham seperti kapitalisme dan hedonisme, kini menjadi budaya yang marak ada di masyarakat kita. Penelitian ini dilatarbelakangi oleh pentingnya kompetensi literasi media bermuatan nilai-nilai Islam pada kegiatan ekstrakurikuler Pengembangan Diri (PD) di SMA Al-Irsyad Satya. Tujuan yang hendak dicapai melalui penelitian ini adalah dihasilkannya desain kurikulum literasi media bermuatan nilai-nilai Islam yang relevan pada kegiatan ekstrakurikuler PD di SMA Al-Irsyad Satya. Metode dalam penelitian ini adalah Design & Development dengan pendekatan kuantitatif. Desain kurikulum menghasilkan dokumen kurikulum literasi media bermuatan nilai-nilai Islam pada kegiatan ekstrakurikuler PD yang terdiri dari 27 tujuan pembelajaran, 21 materi/ konten pembelajaran, 17 strategi/ pengalaman belajar, dan 6 evaluasi pembelajaran. Pendapat stakeholder, dokumen kurikulum literasi media bermuatan nilai-nilai Islam pada kegiatan ekstrakurikuler PD di SMA Al-Irsyad Satya yang disusun layak untuk dipergunakan di SMA Al-Irsyad Satya karena memiliki relevansi yang memadai baik secara internal maupun eksternal. Kata kunci: Kurikulum Literasi Media, D & D, Literasi Media Bermuatan Nilai-Nilai Islam.

show abstract

The Elementary Bubble Project: Exploring Critical Media Literacy in a Fourth‐Grade Classroom

Cited by 11 publications

References 10 publications

Toward a Professional Development Model for Writing as a Digital, Participatory Process

Toward a Professional Development Model for Writing as a Digital, Participatory Process

Envisioning Paths Towards Peacebuilding in Foreign Language Teacher Education

Desain kurikulum literasi media berlandaskan nilai-nilai Islam di sekolah menengah atas Al Irsyad Satya

Contact Info

Product

Resources

About