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ERIC Number: EJ1048733
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 38
Social Justice through Literacy: Integrating Digital Video Cameras in Reading Summaries and Responses
Liu, Rong; Unger, John A.; Scullion, Vicki A.
Journal of Language and Literacy Education, v10 n2 p34-50 Fall 2014
Drawing data from an action-oriented research project for integrating digital video cameras into the reading process in pre-college courses, this study proposes using digital video cameras in reading summaries and responses to promote critical thinking and to teach social justice concepts. The digital video research project is founded on Vygotskian and semiotic theoretical approaches. A qualitative analysis of the method and a demonstration of its processes and benefits are provided using exemplar cases. Students practice critical thinking skills, including analysis, synthesis, and evaluation components, in multiple phases of the activity. Social justice issues are addressed through literacy as students analyze editorials from newspapers and respond to state a position and provide support. Synthesizing summaries and evaluating editorials in order to write a personal response can promote both critical thinking and awareness of social justice issues.
Descriptors: Social Justice, Video Technology, Critical Thinking, Semiotics, Action Research, Editing, News Reporting, Reading Processes, Consciousness Raising, Learning Theories, Literacy, Case Studies, Qualitative Research
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: email@example.com; Web site: http://jolle.coe.uga.edu
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A