Team Teaching American Media in a Virtual Classroom
Type of Presentation
Individual paper/presentation
Conference Strand
Media Literacy
Target Audience
Higher Education
Second Target Audience
K-12
Location
Poster Session
Relevance
This proposal relates to the teaching or learning of information literacy by highlighting the success of an online team-taught American Media course designed and developed by two instructors at a regional college with limited resources. The class focused on having students consider newsworthiness, bias, media ownership, cancel culture, and popular news themes. Lessons included surveys, videos, podcasts, and readings from The Influencing Machine by Brooke Gladstone.
Abstract
According to Yousman (2017), media literacy in higher education is “often the last opportunity for individuals to develop media competencies in a formal setting” (p. 36). Without this formalized approach to learning media literacy, students miss out on opportunities to critically evaluate their media consumption and understand the role media plays in their own social, cultural, and educational lives.
This session will focus on how two instructors at a regional college with limited resources team-taught an online course exploring American Media by adapting a required Global Issues class. In this course the instructors asked students to consider newsworthiness, bias, media ownership, cancel culture, and popular news themes. Lessons included surveys, videos, podcasts, and readings from The Influencing Machine by Brooke Gladstone. In groups, students responded to weekly discussions, evaluated with a rubric that encouraged them to engage in a conversation with their peers. As the semester progressed, the critical thinking within these discussions became much more evident and demonstrated that students were not only analyzing course materials through the lenses we were establishing but also using these skills to examine current events.
Presenters will demonstrate use of technology for instructor collaboration, various pedagogical and technological methods for delivering course materials, and strategies for accommodating a diverse population of students, particularly with the varying challenges posed by the pandemic. We will include examples of lessons and technologies that can be easily implemented by other instructors, samples of student responses that show growth throughout the semester, and a bibliography of resources.
Presentation Description
This session will highlight the success of a team-taught, online American media course at a regional college. Presenters will share strategies for successful collaboration, pedagogical and technological delivery of course materials, samples of student growth responses, and examples of lessons that can easily be adapted by other instructors. Presenters will also include a bibliography of resources.
Keywords
Media, Critical, Analysis, Collaboration, Student-Centered, Teaching, Learning
Publication Type and Release Option
Event
Recommended Citation
Conner, Stephanie B. and Boyle, Emily, "Team Teaching American Media in a Virtual Classroom" (2022). Georgia International Conference on Information Literacy. 12.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/12
Team Teaching American Media in a Virtual Classroom
Poster Session
According to Yousman (2017), media literacy in higher education is “often the last opportunity for individuals to develop media competencies in a formal setting” (p. 36). Without this formalized approach to learning media literacy, students miss out on opportunities to critically evaluate their media consumption and understand the role media plays in their own social, cultural, and educational lives.
This session will focus on how two instructors at a regional college with limited resources team-taught an online course exploring American Media by adapting a required Global Issues class. In this course the instructors asked students to consider newsworthiness, bias, media ownership, cancel culture, and popular news themes. Lessons included surveys, videos, podcasts, and readings from The Influencing Machine by Brooke Gladstone. In groups, students responded to weekly discussions, evaluated with a rubric that encouraged them to engage in a conversation with their peers. As the semester progressed, the critical thinking within these discussions became much more evident and demonstrated that students were not only analyzing course materials through the lenses we were establishing but also using these skills to examine current events.
Presenters will demonstrate use of technology for instructor collaboration, various pedagogical and technological methods for delivering course materials, and strategies for accommodating a diverse population of students, particularly with the varying challenges posed by the pandemic. We will include examples of lessons and technologies that can be easily implemented by other instructors, samples of student responses that show growth throughout the semester, and a bibliography of resources.
