Intermediality
Teachers' Handbook Of Critical Media Literacy
Westview Press Inc
1st Edition
Published on 8. December 1998
Book
Hardback
248 pages
978-0-8133-3479-0 (ISBN)
Article exhausted; check different version
Description
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 across-the-curriculum teaching of critical thinking, critical reading, and critical viewing skills. The authors, Ladislaus Semali and Ann Watts Pailliotet, present literacy education as intermedial in natureit 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. Intermediality argues 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.
}With the ever-gro wing 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 natureit 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. }
}With the ever-gro wing 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 natureit 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. }
More details
Language
English
Place of publication
United States
Publishing group
Taylor & Francis Inc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
ISBN-13
978-0-8133-3479-0 (9780813334790)
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Schweitzer Classification
Other editions
Additional editions

Book
08/2019
1st Edition
Routledge
€205.60
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E-Book
02/2018
Routledge
€63.49
Available for download

E-Book
02/2018
Routledge
€63.49
Available for download

Book
12/1998
1st Edition
Westview Press Inc
€69.40
Shipment within 10-20 days
Content
Introduction: What Is Intermediality and Why Study It in U.S. Classrooms? (Ladislaus M. Semali and Ann Watts Pailliotet); Deep Viewing: Intermediality in Preservice Teacher Education (A. W. Pailliotet); Intermediality in the Classroom: Learners Constructing Meaning Through Deep Viewing (Sherry L. Macaul, Jackie K. Giles, and Rita K. Rodenberg); Preservice Teachers Collages of Multicultural Education (Ramn A. Serrano and Jamie Myers); A Late-60s Lefties Lessons in Media Literacy: A Collaborative Learning Group Project for a Mass Communication Course (Arnold S. Wolfe); The Power and Possibilities of Video Technology and Intermediality (Victoria J. Risko); A Feminism Critique of Media Representation (Donna E. Alvermann); Critical Media Literacy as an English Language Content Course in Japan (Carolyn Layzer and Judy Sharkey); Critical Viewing as Response to Intermediality: Implications for Media Literacy (L. Semali); Intermediality, Hypermedia and Critical Media Literacy (Roberta F. Hammett); Afterword (Douglass Kellner)