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Direct linkStuckey, Heather; Kring, Kelly – New Directions for Adult and Continuing Education, 2007
This chapter describes the use of popular film and semiotics for the development of critical media literacy in a graduate-level education course entitled "Pop Culture as Pedagogy: The Role of Entertainment Media in Teaching for Critical Consciousness and Critical Media Literacy." The course focused on analysis of different forms of pop culture,…
Descriptors: Nonprint Media, Education Courses, Semiotics, Media Literacy
Peer reviewedBrookfield, Stephen D. – New Directions for Adult and Continuing Education, 1990
Despite the image of the pernicious effects of mass media, media consumers are not passive receptors of media-generated beliefs and ideas. Educators can help adults become media literate by helping them decode, filter, and interpret the messages they read, see, and hear through content and context analysis. (SK)
Descriptors: Adult Education, Community Education, Critical Thinking, Critical Viewing
Fink, Maxwell A.; Foote, Deborah C. – New Directions for Adult and Continuing Education, 2007
Many educators lament the UNESCO study showing that by the time the average teen graduates from high school he or she has spent more than fifteen thousand hours watching television and only eleven thousand in the classroom (Gorebel, 1998). Rather than regretting this "condition," colleges, universities, and educators of adults and children should…
Descriptors: Humanities Instruction, Adult Students, Popular Culture, Mass Media Effects
