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ERIC Number: ED363880
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Talking Back to TV: Media Literacy and Writing.
Goldthorpe, Jeffrey
A study examined whether assigning students to write analytically in response to video texts can lead to students becoming more critical viewers of television. A 30-second television commercial was shown to a freshman composition class with limited visual literacy training and to a class without such media literacy training. Students in both classes wrote for 10 minutes in response to highly directed prompts after viewing the commercial. Results indicated that students who had been exposed to training scored higher on their written responses than students not exposed to the media literacy training. However, pre-tests to establish the comparability of the two groups were not conducted, so results must be regarded as tentative, although end-of-semester tests indicated that students not exposed to the training were better writers than students who were trained. Case study interviews were conducted with nine students who scored high, middle, and low on the written response to the commercial. Results indicated that critical viewing skills may not always be expressed in critical writing about commercials, and that research needs to try to tease apart writing abilities from general competence in television literacy. Findings suggest that teachers should engage students in active, critical questioning of television texts using the analytical approach that English teachers already use to understand print texts. (Appendixes present a model of theories of television reception, the writing prompts, a list of selected features of high and low scores of the written responses, and mean scores.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A