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Tensions of teaching media literacy ...

Ngomba-Westbrook, Nalova Elaine.

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Tensions of teaching media literacy in teacher education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Tensions of teaching media literacy in teacher education./
作者:	Ngomba-Westbrook, Nalova Elaine.
面頁冊數:	218 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
Contained By:	Dissertation Abstracts International75-03A(E).
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3576483
ISBN:	9781303565274

Tensions of teaching media literacy in teacher education.
Ngomba-Westbrook, Nalova Elaine.

Tensions of teaching media literacy in teacher education. - 218 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2013.

This study investigates the tensions a teacher educator faces in facilitating a media literacy teacher education course at the university level. Teaching tensions are conceptualized as a three-tier framework. At the first level, tensions may arise in the selection and application of pedagogies associated with critical and new/21st century literacies. At the second level, tensions exist within debates about the extent to which media literacy is conceptualized as a core subject itself in contrast to a process for learning core subjects. The third level of tensions involves diverse stakeholders including individuals who are connected to university teacher education programs, teacher professional organizations (e.g., NCATE, IRA, NBPTS), K-12 teachers, the media industry, media watchdog/activist organizations, and government/policies. Depending upon the specific issues involved, these stakeholders may either compete against each other, pushing media literacy education in opposing directions, or complement each other, exerting a unified influence on media literacy teacher education.

ISBN: 9781303565274Subjects--Topical Terms:

783747
Education, Teacher Training.

Tensions of teaching media literacy in teacher education.
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100 1 $a Ngomba-Westbrook, Nalova Elaine. $3 2097791
245 1 0 $a Tensions of teaching media literacy in teacher education.
300 $a 218 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
500 $a Advisers: Jeanine Staples; Patrick Shannon.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2013.
520 $a This study investigates the tensions a teacher educator faces in facilitating a media literacy teacher education course at the university level. Teaching tensions are conceptualized as a three-tier framework. At the first level, tensions may arise in the selection and application of pedagogies associated with critical and new/21st century literacies. At the second level, tensions exist within debates about the extent to which media literacy is conceptualized as a core subject itself in contrast to a process for learning core subjects. The third level of tensions involves diverse stakeholders including individuals who are connected to university teacher education programs, teacher professional organizations (e.g., NCATE, IRA, NBPTS), K-12 teachers, the media industry, media watchdog/activist organizations, and government/policies. Depending upon the specific issues involved, these stakeholders may either compete against each other, pushing media literacy education in opposing directions, or complement each other, exerting a unified influence on media literacy teacher education.
520 $a The study employs a case study methodology to research the teaching tensions facing a media literacy teacher educator in a Masters' level literacy education course. The media literacy course that was examined in this study includes a teacher educator and in-service teachers and graduate education students (N=24) matriculating at a university on the East Coast. An exploratory triangulation design utilizes three pre-course data sources: the teacher educator's published research, a course syllabus, and a survey administered by the researcher to gauge teacher student levels of media literacy knowledge. The design also incorporates the following data collected during the media literacy education course: interviews, class observations, and teacher student artifacts.
520 $a Findings of this study show that: (1) the media literacy teacher educator focuses more heavily on critical and socio-cultural practice-based media literacy pedagogy as opposed to new/21st century literacies and skills-based pedagogy, (2) the media literacy teacher educator focuses more on media literacy pedagogy as a process as opposed to content, particularly in the latter part of the course, and (3) the teacher educator draws pedagogical cues from media watchdog/activist organizations as opposed to the media industry, and responds to pressures from teacher professional organizations. Additional implications for teacher education pedagogical decisions are discussed.
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650 4 $a Multimedia Communications. $3 1057801
650 4 $a Education, Higher. $3 543175
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710 2 $a The Pennsylvania State University. $b Curriculum and Instruction. $3 2097792
773 0 $t Dissertation Abstracts International $g 75-03A(E).
790 $a 0176
791 $a Ph.D.
792 $a 2013
793 $a English
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