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Resources: ADText - An Interdisciplinary Curriculum for Advertising - 0 views

    Sleek interactive site about media in society. Here is their description: ADText is authored by Professor William M. O'Barr, Ph.D. Professor O'Barr ( is a cultural anthropologist who specializes in advertising and its relation to society, culture and history. He is author of Culture and the Ad: Exploring Otherness in the World of Advertising (1994). He is also founding editor of the online journal, Advertising & Society Review.
Berylaube 00

pedagogy literature "Teaching Literature in the Secondary School" Richard W. Beach, Jam... - 10 views

The book's response-centered approach engages the student with literature. Contains in-depth discussions of multi-cultural literature and the uses of drama and film in the classroom that will enhan...

literature exceptional guide films drama multi-cultural teaching reading resources tools

started by Berylaube 00 on 15 Jul 12 no follow-up yet
Gary Plumley

Limo hire Oxford | Cheapest Limo - 0 views

    Oxford University, Oxford limo hire is one of the Best and vibrant cultures that one could wish to spend their night out partying in oxford.
Christy White

Elif Shafak: The politics of fiction | Video on - 7 views

    Great TED talk about the importance and power of storytelling to help us leap over cultural walls, embrace different experiences, feel what others feel.

The Smart Set - Ideas - 1 views

    The Smart Set is an online publication covering culture and ideas, arts and sciences, global and national affairs - everything from literature to shopping, medicine to food, philosophy to sports. What sorts of topics is The Smart Set presently ruminating
Katie Anderson

Luddism - 5 views

    An interesting site to review for the Media lit class-- what does this mean for studying popular culture & technology in schools? What does this site shed light on as issues from a critical perspective?
Mary Worrell

A Push to Redefine Knowledge at Wikipedia - - 6 views

    When Knowledge Isn't Written, Does It Still Count? Interesting look at citation policies at English Wikipedia and the complications they create in sharing media and information about cultures where written, published sources that can be cited aren't as easily found. 
Dana Huff

Frankenstein: Penetrating the Secrets of Nature - Home - 10 views

    This exhibition looks at the world from which Mary Shelley came, at how popular culture has embraced the Frankenstein story, and at how Shelley's creation continues to illuminate the blurred, uncertain boundaries of what we consider "acceptable" science.
susan  carter morgan

ALERT Processes - 6 views

    Students today need to learn to live amid vast amounts of information. They need to learn to construct points of view using reason, evidence, and intelligent emotions. Such skills and understandings are best taught by helping them create original presentations, drawing on original research from primary sources.\n\n Through learning expeditions planned to include the ALERT processes, young researchers can explore and contribute to their cultural heritage.
Kristin Bergsagel

How To Do Things With Words : Learning Diversity - 4 views

  • the RRSG theory of reading comprehension is predominantly cognitive rather than cultural. It depicts the text as an encoded representation of a specific situation.
  • Making and having meaning, then, transcend cognition and involve a commitment to values and the pursuit of ideals.
  • These moral qualities are essential to human life, yet they seem to be completely redundant in the case of the aforementioned reader of “the cat is on the mat.”
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  • Could it be that teachers who are allegedly so obstinately unfaithful to the received theory of reading comprehension do in fact apply it in their classrooms, but fail to achieve adequate outcomes because the theory fails to explain reading as a meaningful human activity?
  • the most authoritative theory of reading comprehension misleads her into performing a futile cognitive exercise.
  • namely, instruct students to read the text creatively by transforming it into a model for exploring ideas such as self-deception, hubris, or the unintended negative consequences of well-intended parenting.
  • it doesn’t address texts adequately as media of communication between purposeful, goal-oriented actors.
  • The meaning of a message, then, is its use by the interacting parties and is therefore always much more than a mental representation. When we treat words or statements as mere representations, we fail to communicate.
  • A theory that fails to enhance communication undermines education, because education is a special form of communication dedicated to the transmission of learning.
  • The words remain his rather than theirs, conveying facts about his dream rather than becoming resources useful to them. These readers have missed yet another opportunity to make sense of the history of their nation and of their own lives in relation to it.
  • hopeful vision coupled to a darker prophecy and a threatening message.
  • This reading, then, intertwines American political history with the history of literature in a way that renders the reader herself an active participant in their making.
  • creativity, diversity, and agency
  • Readers, we propose, ought to associate the meaning of the text with its use. The texts students typically read in school, more specifically, ought to be used for the purpose of exploring ideas. Reading for this purpose is necessarily a creative endeavor because it entails transforming the text into a model of inquiry into certain aspects of the reader’s life experiences.
  • In other words, because they use the text in diverse ways, its meaning varies accordingly.
  • What is at stake is nothing less than how students relate themselves to cultural achievements that have shaped the world in which they live and the society in which they gradually mature.
  • Conversely, education researchers in universities and other research institutes are often insufficiently familiar with how children learn at school, and therefore simply do not have an adequate understanding of the problems their research should solve
andrew bendelow

Education Week: Why Core Standards Must Embrace Media Literacy - 5 views

    Problems with CC media literacy standards: " focus marginalizes uses of a range of other media/digital literacies associated with social-networking sites, blogs, wikis, digital images/videos, smartphone/tablet apps, video games, podcasts, etc., for constructing media content, building social networks, engaging audiences, and critiquing status quo problems.And, other than a mention of the need to "evaluate information from multiple oral, visual, or multimodal sources," there is no specific reference in the common standards to critical analysis and production of film, television, advertising, radio, news, music, popular culture, video games, media remixes, and so on. Nor is there explicit attention on fostering critical analysis of media messages and representations."
Leslie Healey

Video Games Are Ruled Protected Speech, Now What? - 2 views

    • Leslie Healey
      this is true! why gaming is legitimately a path fro educators to formulate learning strategies
    • Leslie Healey
      also--they ask why there are not more erudite games, just as there is "classic" literature--I think games are still a new art form. And aren't there are many fluff books as there are fluff or violent games
  • More important than that historic ruling is the reminder by a U.S. Supreme Court Justice that video games, like books, plays and movies, communicate ideas.
  • Reading Dante is unquestionably more cultured and intellectually edifying than playing Mortal Kombat," Scalia wrote. "But these cultural and intellectual differences are not constitutional." It raises the question, what video games live up to that legacy of great literary works? And why aren't there more of them?
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  • Now that this distraction is out of the way, lets see the creation of more games like Bioshock, like Shadow of the Colossus, like Flower, games that make you think, that explore new ideas, that shake up preconceived notions.
Adam Babcock

If Romeo and Juliet had mobile phones | Networked - 13 views

    • Adam Babcock
      Yeah... but "wherefore" translates to "why" in our contemporary language...
  • would have allowed Romeo and Juliet to move around, liberated from locale and parental surveillance. They would have been less worried about their families when they were figuring out where to meet. At the same time, their parents would have felt reassured because they could call their children and ask where they were and what they were doing. But, would Romeo and Juliet have told the truth? A location-aware app would also have been useful for parents in tracking them. Or they might have prowled friends’ Facebook updates or photo albums for clues.
  • Romeo and Juliet could find each other now because mobility means accessibility and availability. They’d be on each other’s top-five speed dial. And they would probably have had a location-aware app that that showed exactly where each other were: no wandering the streets of Verona looking for each other.
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  • Public spaces have become more silent, as people concentrate on their text messages, while downwardly-peering texters have limited eye contact.
  • Imagine Romeo making plans to meet Juliet in the park, but his father calls to say that he has to come home immediately. At least, the mobile connection would have allowed Romeo to alert Juliet to his role conflict and possible absence.
  • As long as they talked or texted in private, neither the Montagues nor the Capulets would know – unless, of course, they snuck peeks at the list of previous calls and texts on the phones. Instead of a phone ringing in a home—where all would hear it and possibly become part of the conversation—internet communication and mobile communication are usually exchanges between two individuals.
  • Mobile contact has become multigenerational, as teens—and even children—are increasingly getting their own mobile phones. This affords people of all ages opportunities to become more autonomous agents.
  • As they grew up, Romeo and Juliet had gotten past their childhoods of being household and neighborhood bound.  They made contact by encounters in public places. Teens still do that—the shopping mall is the new agora—but their mobile phones also afford continuous contact with their homes and distant friends.
  • If they are right, Romeo and Juliet might never look up from their mobile phones to see each other. Or, would the course of true love have led them away from their screens and into each other’s arms?
  • The story of Romeo and Juliet is the story of two individuals escaping the bounds of their densely knit groups. It is a story of the social network revolution that began well before Facebook: the move from group-bound societies to networked individuals. This turn to networked individualism transforms communication from being place-based to person-based.
Allan Briggs

BBC World Service - Arts & Culture - World Book Club - 0 views

    Podcasts with interviews with some of the world's greatest writers.
    Podcasts with interviews with some of the world's greatest writers
Clifford Baker

Documenting the Digital Generation | Ecology of Education - 0 views

  • offers a wealth of videos which will be relevant to anyone who wants to better understand the new media literacies, participatory culture, and young people’s online lives, themes which recur here with great frequency.
  • First, the site brings together substantive conversations with what they are calling “Big Thinkers.”
  • Second, the website offers some vivid and engaging portraits of typical American teens and their relationship to new media technologies and practices.
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  • new media in terms of its opportunities
  • Young people’s lives are shown to be conducted across and through a range of different media platforms, rather than, say, identifying one kid as a gamer or another as a social networker. The technologies are shown as supporting a range of different social roles and relationships rather than necessarily directing young people to develop in predetermined directions.

Lecture: Authors@Google - 0 views

    Google brings in a remarkable range of speakers and authors to its workplace, all of which are broadcast through Authors@Google. These are like TED Talks but not all fall into those same categories.
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