Renee Hobbs

Bio: Renee Hobbs is an academic researcher from University of Rhode Island. The author has contributed to research in topics: Media literacy & Literacy. The author has an hindex of 29, co-authored 89 publications receiving 3658 citations. Previous affiliations of Renee Hobbs include Clark University & Babson College.

The seven great debates in the media literacy movement

Abstract: In recent years, there has been an explosion of educational practices and curriculum resource materials that make use of the broad concept of media literacy. Media literacy has been defined as the ability to access, analyze, evaluate, and communicate messages in a wide variety of forms (Aufderheide, 1993). It is a term used by a growing number of scholars and educators to refer to the process of critically analyzing and learning to create one’s own messages in print, audio, video, and multimedia. Its emphasis is on the learning and teaching of these skills through using mass media texts in primarily school-based contexts (Alvarado, Gutch, & Wollen, 1987; Brown, 1991; Hobbs, 1994a; Piette, 1997). Media literacy, though, is a concept whose broad definition and range of applications lead to diverse approaches, creating some intriguing conflicts and tensions. Tyner (1992) has drawn parallels between the emerging media literacy movement in the United States and the parable of the blind men and the elephant, each of whom senses a tiny part of the whole. Educators and scholars with disciplinary backgrounds in media studies, the fine and performing arts, history, psychology and sociology, education, and literary analysis each may vigorously defend one’s own understanding of what it means to access, analyze, evaluate, or create media texts without a full awareness of the extent of the complexity, depth, or integrity of various other approaches. Illustrating the antagonism generated by this diversity, at the founding convention of the Cultural Environment Movement in St. Louis in April 1996, Bob McCannon, a leader of the New Mexico Media Literacy Project, noted that, “Whenever media literacy educators get together, they always circle the wagons—and shoot in!” Does the wide diversity of perspectives among educators serve as a source of strength for the emerging media literacy movement, or does it suggest the essentially problematic nature of recent attempts to define and implement such an expansive and unstable concept as media literacy? The tensions that are generated when media educators come together may limit the ability of educators to collaborate on projects of significant national or

Measuring the acquisition of media-literacy skills

Abstract: Students who participated in a required yearlong Grade 11 English media/communication course that incorporated extensive critical media analysis of print, audio, and visual texts were compared with students from a demographically matched group who received no instruction in critically analyzing media messages. A nonequivalent group's design examinedstudents' reading comprehension, writing skills, critical reading, critical listening, and critical viewing skills for nonfiction informational messages. Results suggest that media literacy instruction improvesstudents' ability to identify main ideas in written, audio, and visual media. Statistically significant differences were also found for writing quantity and quality. Specific text analysis skills also improved, including the ability to identify the purpose, target audience, point of view, construction techniques used in media messages, and the ability to identify omitted information from a news media broadcast in written, audio, or visual formats. Un grupo de once estudiantes participo en un curso anual de grado 11 sobre medios y comunicacion en ingles, que incorporo un extenso analisis critico de los medios en textos impresos y audiovisuales. Este grupo se comparo con un grupo demograficamente similar que no recibio instruccion en analisis critico de los medios. Mediante un diseno de grupos no-equivalentes se examinaron la comprension lectora, las habilidades de escritura, la lectura critica, la audicion critica y las habilidades de observacion critica de mensajes informativos no de ficcion. Los resultados sugieren que la instruccion en analisis critico de los medios mejora la habilidad de los estudiantes para identificar ideas principales en medios impresos o audiovisuales. Se hallaron tambien diferencias estadisticamente significativas en la cantidad y calidad de la produccion escrita. Asismismo mejoraron las habilidades especificas de analisis textual, incluida la habilidad para identificar el proposito, la audiencia, el punto de vista, las tecnicas de construccion usadas en los mensajes de los medios y la habilidad para detectar informacion omitida en una transmision de noticias en formato escrito o audiovisual. Elfte Klasse Schuler, die an einem einjahrigen Pflichtfach in Media-Englisch/Kommunikation der 11. Klasse teilnahmen, welches ausfuhrliche kritische Media-Analyse von Druck, Audio und visuellen Texten einschlos, wurden mit Schulern einer demografisch ebenburtigen Gruppe verglichen, die keine Anweisungen zum kritischen Analysieren von Mediamitteilungen erhielten. Ein nicht equivalenter Gruppenraster untersuchte Leseverstandnis, Schreibbefahigung, kritisches Lesen, kritisches Zuhoren, und Fahigkeiten kritischer Meinungsauserung bei Informationen von Tatsachenberichten. Die Ergebnisse lassen darauf schliesen, das Medienunterricht im Schreiben und Lesen die Fahigkeit der Schuler zum Erkennen wesentlicher Ideen der schriftlichen, audio- und visuellen Medien verbessert. Ebenfalls fanden sich statistisch bedeutende Unterschiede beim quantitativen und qualitativen Niederschreiben. Bestimmte Textanalysefahigkeiten verbesserten sich gleichzeitig, einschlieslich der Fahigkeit aus den genutzten Mediamitteilungen Zweck, Zielzuhorerschaft, Standpunkt, Satz-/Sprachkonstruktionstechniken zu identifizieren, und die Fahigkeit, unterdruckte Informationen beim Ausstrahlen von Nachrichtenmedia in schriftlichen, audio oder visuellen Formaten zu identifizieren. On a compare des eleves de Terminale qui avaient participe a un cours d'un an sur la Communication et les medias en anglais, cours qui comportait une analyse critique developpee des medias ecrits, audios et videos, a des eleves d'un groupe apparie sur le plan sociologique et qui n'avait pas recu d'enseignement relatif a l'analyse critique des messages delivres par les medias. Un plan pour groupes non equivalents a permis d'examiner la comprehension en lecture des eleves, les competences en ecriture, lecture critique, ecoute et visionnement critiques de messages informatifs non-fictionnels. Les resultats suggerent qu'un enseignement de la litteratie des medias developpe la capacite des eleves a identifier les idees principales dans les medias ecrits, audios et videos. On a aussi trouve des differences significativesdansl'ecriture en quantite et en qualite. Ont ete egalement developpees des competences specifiques a l'analyse des textes, notamment la capacite a identifier le but, le public vise, le point de vue, les techniques de construction utilisees dans les messages des medias et la capacite a identifier une information omise par une chaine, qu'elle soit ecrite, audio ou video.

The Past, Present, and Future of Media Literacy Education

Abstract: Media literacy education in the United States is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship This work has arisen from a legacy of media and technology use in education throughout the 20th century and the emergence of cross-disciplinary work at the intersections of scholarly work in media studies and education Reflecting the emergence of a common ground for the field, the Core Principles of Media Literacy Education in the United States was created by a team of scholars and practitioners in 2007 This work reconciles the “protectionist” and “empowerment” wings of the media literacy education community and attempts to counter various misunderstandings among non-specialists Two issues are identified for their potential to impact the future of the field: (1) media literacy’s relationship to the integration of educational technology into the K-12 curriculum and (2) the relationship between media literacy education and the humanities, arts, and sciences

Conditions of Learning in Novice Programmers

Abstract: Under normal instructional circumstances, some youngsters learn programming in BASIC or LOGO much better than others. Clinical investigations of novice programmers suggest that this happens in part...

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Democracy and education.

Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Flow The Psychology Of Optimal Experience

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What Is Technological Pedagogical Content Knowledge

Abstract: This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, illstructured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.