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Author
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Irving Lee Rother
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Year
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2016
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Publisher
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International Journal of Media and Information Literacy
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Abstract
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This paper offers an inquiry that involves media education, literacy, media production, and analysis as modes of teaching and inquiry related to students labeled "at-risk." Included are traditional, methodological, interpretive, social, and media issues that are inherent in literacy practices in classroom settings. At the same time, it outlines, practical, and tried non-traditional approaches that consider literary practices with an expanded notion of literacy, both a conceptual and practical bearing on areas such as English Language Arts Methods and Media Education curriculum, multi-media, video production, media text analysis and collaborative learning. Finally this paper argues that the struggle for literacy is one that can often be resolved in unexpected ways. Some of the key questions of this paper are:
1. To what extent are the observations I made about the responses of the ACE students to my Media Education Curriculum idiosyncratic?
2. To what extent are the ACE students’ abilities in dealing with traditional forms of texts affected by their experiences with Media Education Curriculum?
3. Perhaps most important, are the curricular and pedagogical questions which arise from my
inquiry. One question is, "Are we willing to rethink who, how, and what we are teaching in order to
develop approaches and methodologies that motivate and encourage, not only students who are struggling with traditional schooling practices, but also all students?"
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Language
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English