ERIC Number: EJ1079171
Record Type: Journal
Publication Date: 2015
Reference Count: 21
Teaching Blended Content Analysis and Critically Vigilant Media Consumption
Harris, Christopher S.
Communication Teacher, v29 n4 p227-233 2015
The semester-long activity described herein uses an integrated instructional approach to media studies to introduce students to the research method of qualitative content analysis and help them become more critically vigilant media consumers. The goal is to increase students' media literacy by guiding them in the design of an exploratory qualitative content analysis that targeted expressions of a dominant political discourse (neoliberalism) in the lyrics of a popular genre of contemporary music (rap), the final project being the collaborative creation of a valid and reliable codebook. The qualitative approach to content analysis is best understood as the systematic coding of text in an effort to make inferences about meaning that connect material content to contextual considerations (source, audience, historical era, etc.; Krippendorff, 2004; Mayring, 2000; Strauss & Corbin, 1990). By helping students to recognize the interplay between media content, media sources (owners and medium), and anticipated audiences, the author hopes to cultivate in them a more critically vigilant perspective on media consumption.
Descriptors: Teaching Methods, Media Literacy, Qualitative Research, Content Analysis, Mass Media, Neoliberalism, Music, Popular Culture, Coding, Higher Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive; Guides - Classroom - Teacher
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A