Intermediality: Teachers' Handbook Of Critical Media Literacy (The Edge Series)

With the ever-growing proliferation of electronic and other popular media, the complexity of relationship between what students see and hear, what they believe and how they interact with one another underscores now, more than ever, the need for across-the-curriculum teaching of critical thinking, critical reading, and critical viewing skills. The emerging consensus is that teaching critical viewing skills bolsters students’ abilities in traditional disciplines, combats problems of youth apathy, violence, and substance abuse, and improves students’, parents, and teachers’ attitudes’ toward school.Intermediality: Teachers’ Handbook of Critical Media Literacy challenges the practice of teaching the classics and the canon of acceptable literary works far removed from students’ experiences, with emphasis on learning environment over the presentation of any specific or specified content. The authors, Ladislaus Semali and Ann Watts Pailliotet, present literacy education as “intermedial” in nature—it entails constructing connections among varying conceptions and sign systems. Reading printed texts requires more than simply decoding letters into words or sounds; it involves finding meaning, motive, structure, and affect. The same goes for reading the electronic text. The authors argue for the discourse of literacy to take up a critical stance by examining a whole wide array of texts that form the meaning-making process of the looming information age.Intermediality examines, extends, and synthesizes the existing literary definitions, texts, theories, processes, research and contexts. It brings into focus the possibilities of working with media texts to address questions adapted from linguists and literary educators. Thus, in this book, critical media literacy becomes a competency to read, interpret, and understand how meaning is made and derived from print, photographs and other electronic and graphic visuals. Contents......Page 6 Series Editors' Foreword......Page 8 1 Introduction: What Is Intermediality and Why Study It in U.S. Classrooms?......Page 12 2 Deep Viewing: Intermediality in Preservice Teacher Education......Page 42 3 Intermediality in the Classroom: Learners Constructing Meaning Through Deep Viewing......Page 64 4 Preservice Teachers' Collages of Multicultural Education......Page 86 5 A Late-'60s Leftie's Lessons in Media Literacy: A Collaborative Learning Group Project for a Mass Communication Course......Page 108 6 The Power and Possibilities of Video Technology and Intermediality......Page 140 7 A Feminist Critique of Media Representation......Page 152 8 Critical Media Literacy as an English Language Content Course in Japan......Page 166 9 Critical Viewing as Response to Intermediality: Implications for Media Literacy......Page 194 10 Intermediality, Hypermedia, and Critical Media Literacy......Page 218 11 Afterword......Page 234 About the Editors and Contributors......Page 240 C......Page 244 F......Page 245 L......Page 246 O......Page 247 T......Page 248 Z......Page 249 Intermediality: The Teachers' Handbook of Critical Media Literacy challenges the practice of teaching the classics and the canon of acceptable literary works far removed from students' experiences, with emphasis on learning environment over the presentation of any specific or specified content. The editors, Ladislaus Semali and Ann Watts Pailliotet, present literacy education as "intermedial" in nature - it entails constructing connections among varying conceptions and sign systems. In this book, critical media literacy becomes a competency to read, interpret, and understand how meaning is made and derived from print, photographs, and other electronic and graphic visuals This book grew out of reflections emerging from conversations among teachers attending the 1996 National Reading Conference (NRC) Media Literacy Study Group.