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"Damico, Amy M"
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Media, journalism, and \fake news\ : a reference handbook
\"This volume summarizes the evolution of news and information in the United States as it has been shaped by technology (penny press, radio, TV, cable, the internet) and form development (investigative journalism, tabloid TV, talk radio, social media)\"-- Provided by publisher.
Book
Keeping Pace With Teen Media Use: Implications and Strategies for Educators
Concerns over the relation between media use and adolescent health behaviors have stimulated many health curricula in high schools. Missing from this area's literature is how teens characterize their own media use and thoughts on media's place in their lives. This gap challenges educators charged with media and health education. The authors explored adolescents' media preferences and perceptions surrounding media use and its implications. Participants were 21 students from a large (2,200 students) economically and racially diverse high school who participated in semistructured, 1-on-1 interviews. Results of this study demonstrate a range of perspectives on issues such as pleasure and guilt in media use, parental concerns over media use, and the influence of the media on personal health behaviors. These results suggest important implications and strategies for educational practice.
Journal Article
Impact of a Health and Media Literacy Curriculum on 4th-Grade Girls: A Qualitative Study
Recent research indicates that young girls are preoccupied with their body size and that the media may be a contributing factor. This study aimed to discover the impact of an interdisciplinary media literacy intervention curriculum on 4th-grade girls in an urban elementary school. The authors developed and implemented a series of lessons that educated a group of 4th-grade girls on the role of fat in growth and development and the media-generated images of women and girls. Focus group methodology was used to understand the impact of the intervention. Posttest data indicated that participants in the intervention were more likely to consider and wrestle with the complexities of body size and media representation issues than were participants in the control group.
Journal Article
Exploring the complexities of personal ideologies, media literacy pedagogy and media literacy practice
Media literacy refers to one's ability to understand, analyze and produce media messages. Media literacy scholarship has demonstrated that there are various perspectives on how to teach media literacy but research has not focused on how the complexities of media literacy teachers' personal ideologies and media consumption practices are connected to media literacy teaching. In this study, nine media literacy teachers who teach in public schools, private schools, and community settings were interviewed about their thoughts about the media, their media habits and their approaches to media literacy practice. Findings illustrate that there is a complicated relationship between teachers' ideologies about the media and their media literacy practice. Teachers mainly described teaching about the media in ways that are associated most with the interventionist paradigm of media literacy and teachers' described ideologies focus on the tremendous power of the media in the culture and the potential impact media has on their students. Two of the teachers described practices that are representative of the goals of critical media literacy, but other teachers rarely discussed aspects of their media literacy practice that encouraged students to locate individual understandings of media messages. Findings also demonstrate that schools are not fully supporting the implementation of their media literacy programs; often media literacy instructors do not have educational backgrounds or training in media literacy.
Dissertation
