1,720,961 research outputs found
Making the Body Visible through Dramatic/Creative Play: Critical Literacy in Neighborhood Bridges
No full textThis report describes and examines the meaning and use of critical literacy in The Children’s Theatre
Company’s Neighborhood Bridges (Bridges) program. Critical literacy is an orientation to reading
that includes an understanding of how texts (oral stories, books, media) position readers
(listeners/viewers), how readers position texts, and how texts are positioned within social, cultural,
historical, and political contexts. Critical literacy is central to the philosophy of Bridges, which
involves elementary and middle school students in storytelling and creative drama. An important
goal of the program is to develop in children the capacity to analyze and challenge dominant social
and cultural storylines as they create new storylines through imaginative retellings and reenactments.
Of particular interest in this report is how critical literacy is facilitated via various opportunities for
drama/creative play and Teacher Artist interactions with students during the four phases of a typical
Neighborhood Bridges session.Lewis, Cynthia; Doerr-Stevens, Candance; Ingram, Debra. (2010). Making the Body Visible through Dramatic/Creative Play: Critical Literacy in Neighborhood Bridges. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/139270
Struggle for social position in digital media composition
No full textUniversity of Minnesota Ph.D. dissertation. June 2013. Major: Education, Curriculum and Instruction. Advisor: Cynthia Lewis. 1 computer file (PDF); ix, 176 pages, appendix A.This study investigates the processes and products of multimodal and multi-authored digital media composition. Using ethnographic case study and Mediated Discourse Analysis (Norris & Jones, 2005), this study focuses specifically on the digital media composition of radio and film documentaries, examining struggle among students, media, and technology as vehicles for knowledge construction and social position. (Erstad & Silseth, 2008; Holland, Skinner, Lachiotte, & Cain, 1998). Drawing on the work of Bakhtin (1981, 1986) and Nelson and Hull (2008), struggle is theorized as a diverse "heteroglossia" or "many-voiced-ness," inherent in all acts of communication, in particular digital media texts.
Conducted in an diverse, urban high school, data was collected from a variety of sources including field notes, class work, final media projects, and several hours of audio and video footage of students' collaborative process. Findings reveal intense engagement in the digital media composition process, often fueled by struggle surrounding media selections. Analysis of both the collaborative production process and final media products reveals a series of multimodal struggles in which students appropriate certain modes of communication within the documentary (e.g. sound, video, interviews, or voice over) in order to express nuanced views on the issue that may or may not be shared by the whole group. In gaining a deeper understanding of the struggles involved in the process of collaborative digital media composition, it becomes clear that literacy practices involve a continual negotiation among the various people, technology, and media involved. Such nuanced depictions of literacy provide theoretical infrastructure and frameworks both for researchers, who seek to impact policy related to literacy instruction, and teachers who continually guide students in their search and appropriation of a media voice.Doerr-Stevens, Candance. (2013). Struggle for social position in digital media composition. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/155610
Cultivating Equity in Elementary Art Curriculum Using Content Analysis
No full textThe unequal representation of artwork created by Artists of Color in educational resources and the lack of teacher training contribute to the lack of culturally responsive practices in today’s schools. When the majority of the artwork displayed in art rooms represents male, white Europeans, it sends a silent message to the students that one group's artwork is more worthy of inclusion and valued more than another. In order to work towards transforming our current educational programs, we need to understand the degree of disparities in art resources and remove obstacles that prevent teachers from creating inclusive curricula. This study was born out of the need to understand where teachers go for resources and how do they inform their choices. As well as, how and to what degree Artists of Color are represented in the resources they use? Two theoretical frameworks guide the study: Critical Social Pedagogy and Critical Multicultural Art Education. This qualitative-transformative study focuses on the lack of representation in art resources of groups and individuals historically marginalized. There were three primary data sources: a meta-synthesis of literature, a survey of visual art teachers, and a content analysis of popular visual art resources. The key findings were• Regardless of background, elementary art teachers primarily choose resources that involve human interaction (other educators, social media, conferences). • School districts limit where elementary art teachers can go for resources by placing barriers such as funding restrictions and content-specific training. • Elementary art teachers chose the least inclusive resources (other educators, social media, conferences) the most and the most inclusive resources (textbooks, purchased curricula) the least. The findings from this study may lead schools to acknowledge that art teachers often work alone and have limited time to collaborate. Schools must support art teachers by allowing them to purchase inclusive resources and providing content-specific training to equip art teachers with the skills needed to cultivate inclusive curricula
Cultivating Critical Consciousness through Digital Video Inquiry
Full text linkAs political participation across the globe grows increasingly contentious and accusations of fake news and post-truth politics rise, the how, where, and why of civic learning in schools are called into question. In contrast, multimodal practices such as digital video production continue to promote youth engagement and deliberation of social issues through dialogue, crowd-sourcing, and relationships. Herein we examine the classroom-based approaches to digital video inquiry as a problem-posing antidote to traditional banking approaches to civic education. To forward this claim, we describe 2 classroom uses of digital video production for critical social inquiry. In both cases, digital video inquiry invited students to move beyond banked knowledge about issues into a critical relationship with their topics of study and the communities affected — becoming a path of political participation not easily allowed in other pedagogical and social spaces
Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries
No full textDrawing on multimodal, sound-based data, this study examines how high school students harnessed elements of sound and music for multicultural learning within collaborative research and radio podcasting. Data were collected from a variety of sources, including field notes, final media projects, and audio and video footage of students’ collaborative media production processes and interviews. Findings reveal multivocal and divergent engagements in the sound editing process as well as multimodal struggles in which students leveraged sound to express nuanced views about racism, culture, and privilege. This study has implications for educators teaching multicultural perspectives and critical media literacy studies
The Pedagogy of Digital Storytelling in the College Classroom
Full text linkIn the fall of 2008, Rachel Raimist and Walter Jacobs collaboratively designed and taught the course “Digital Storytelling in and with Communities of Color” to 18 undergraduate students from a variety of disciplines. Candance Doerr-Stevens audited the class as a graduate student. This article examines the media making processes of the students in the course, asking how participants used digital storytelling to engage with themselves and the media through content creation that both mimicked and critiqued current media messages. In particular, students used the medium of digital storytelling to build and revise identities for purposes of rememory, reinvention, and cultural remixing. We provide a detailed online account of the digital stories and composing processes of the students through the same multimedia genre that the students were asked to use, that of digital storytelling
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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