Students' Cognitive Representations of Critical Media Literacy in English Class in a University
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The English Liberal Arts in universities have been making efforts to incorporate media literacy into the curriculum. However, their practices have failed to embrace all aspects for developing students’ critical thinking, self-directed learning and intrinsic motivation in English learning. The purpose of this study was to describe students’ feelings and perspectives after learning critical media literacy in English class which uses media sources such as news articles, movies and videos with critical concept. A sample of 6 men and women in an English class of critical media literacy were interviewed. Using Colaizzi’s(1978) phenomenological method, rigor was established through the application of verification and validity. From 60 significant statements, 6 themes emerged. Cognitive representations of students included students’ feelings and perspectives of English learning, Americanization, identity conflict and action-based media literacy via critical media products used as learning materials.
Abstract
The English Liberal Arts in universities have been making efforts to incorporate media literacy into the curriculum. However, their practices have failed to embrace all aspects for developing students’ critical thinking, self-directed learning and intrinsic motivation in English learning. The purpose of this study was to describe students’ feelings and perspectives after learning critical media literacy in English class which uses media sources such as news articles, movies and videos with critical concept. A sample of 6 men and women in an English class of critical media literacy were interviewed. Using Colaizzi’s(1978) phenomenological method, rigor was established through the application of verification and validity. From 60 significant statements, 6 themes emerged. Cognitive representations of students included students’ feelings and perspectives of English learning, Americanization, identity conflict and action-based media literacy via critical media products used as learning materials.
참고문헌 (24)
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