Using technologies to teach critical media literacy in a secondary school film studies course
| dc.contributor.author | Norris, Aaron | |
| dc.contributor.supervisor | Begoray, Deborah | |
| dc.date.accessioned | 2012-08-29T18:34:25Z | |
| dc.date.available | 2012-08-29T18:34:25Z | |
| dc.date.copyright | 2012 | en_US |
| dc.date.issued | 2012-08-29 | |
| dc.degree.department | Dept. of Curriculum and Instruction | en_US |
| dc.degree.level | Master of Education M.Ed. | en_US |
| dc.description.abstract | This project focuses on developing critical media literacy skills in high school students through the use of technology integrated into the curriculum of a film and video studies course. Students will not only use these skills to evaluate and understand film and video they encounter, but also foster the technical skills and abilities to create and produce video projects with a focus on students' issues, interests, and values which may positively impact their peers and community. The project features six key lessons from a film studies course that meets outcomes of the Ministry of Education in British Columbia’s Film and Television Studies and Information Communications Technologies Integrated Resource Packages. Students live in a time of great technological change and innovation. The literature review indicates that literacy, media literacy, and critical media literacy are important to teach to students and should be integrated across the curriculum. Research has shown film and video to be a powerful medium that can evoke emotional and cognitive responses and, potentially, bring awareness to student interests, issues, and values to other students and teachers. Many students embrace technology as an essential part of their lives and this project strives to integrate communication technologies into the activities and assignments of the film and video course. The lesson plans include outlines and resources for instruction, direct reference to Ministry of Education Prescribed Learning Outcomes, handouts and online resources, and assessment rubrics for evaluation. Finally, the reflection discusses my experience as a graduate student, the creation of this resource and some final thoughts on where educators and scholars might go next. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/4202 | |
| dc.language.iso | en | en_US |
| dc.rights.temp | Available to the World Wide Web | en_US |
| dc.subject | Critical Media Literacy | en_US |
| dc.subject | Film Studies | en_US |
| dc.subject | High School | en_US |
| dc.subject | Literacy | en_US |
| dc.subject | Media | en_US |
| dc.subject | Media Literacy | en_US |
| dc.subject | Secondary Students | en_US |
| dc.subject | Social Media | en_US |
| dc.subject | Technology | en_US |
| dc.title | Using technologies to teach critical media literacy in a secondary school film studies course | en_US |
| dc.type | project | en_US |