Reports on Adolescents Use of Media, the Web, and Literature
In teaching literary print texts, you are continually dealing with the fact that many adolescents devote far more time to responding to, participating in, and/or producing a host of media and digital texts-television, film, radio, magazines, music, newspapers, video games, Websites, chat rooms, video productions, etc., than they devote to reading. A study of the media use by British children ages 6-17 (Livingston, 2002) found that their multiple uses of media/digital texts has created a bedroom media culture involving multiple, interactive uses of media/digital texts that is replacing shared family spaces. In a large study of British adolescents' media uses by Sonia Livingstone (2002) (for an earlier report of the data: http://psych.lse.ac.uk/young_people) found that interactive computer technologies (ICT's) are becoming a central part of adolescents' lives, in addition to uses of traditional media. Adolescents in the study spend 4 1/2 - 5 hours daily on average on the computer, playing computer/video games, watching TV/videos/DVD's, listening to music, reading magazines, etc. The percentages of 6-17 year-olds use of media: 99% TV, 86% Music, 81% video, 64% computer games, 57% read non-school books, 36% non-game computers, 28% comics, and 19% Web.
Another study by Knowledge Networks/SRI found that close to two-thirds (61%) of kids now have a TV set in their bedrooms, 17% also have their own PC, 35% of kids have videogame systems, 14% have their own DVD player, and 9% have internet access in their own bedrooms.
The study also found that 46% of kids with TVs in their rooms do at least half of their TV viewing on that set; 75% report multitasking while watching TV; 43% have visited a website as the result of a TV ad within the past week; and 50% of those surveyed say they have parental rules for their TV use (vs. 61% of kids without their own sets). Kids with their own in-room Internet access reported doing a majority of their Internet visits (57%) in their rooms, with 61% having parental rules restricting their web use, compared to 69% of Internet-using kids who do not have own-room Internet connections.
At the same time, a 2004 report by the National Endowment for the Humanities, Reading At Risk: A Survey of Literary Reading in America, based on survey results from 17,000 adults found that literary reading is declining for all age groups and educational levels compared to similar surveys conducted in 1982 and 1992, particularly for young people. The survey found that less than half of adults reads literature, only one-third of adults read literature, and that, from 1992 to 2002, the percentage of Americans reading any books declined by seven percent. The number of people reading poetry or listening to a poetry reading decreased from about 34 million in 1982 to just under 30 million in 2002. The sharpest decline in reading literature over the past 20 years, 28%, occurred with young adults ages 18-24.
Some of these declines are attributed to increased use of media/digital texts. Although the amount of television viewing over the 20-year-period remained the same at about an average of 3 hours a day, the report found that non-readers devote more time to television viewing. Similarly, movie-attendance remained about the same from 1990 to 2002, spending on digital/media texts rose from 6 to 24 percent while buying of books increased by only 4 percent. The report suggests that a sharp rise in Internet use is the most probable reason for the decline in reading, but provided no definitive data to support that explanation.
Despite these trends, people still enjoy literature. 93 million adults read novels and short stories; 25 million, read poetry; and 7 million, read plays. One in six literary readers read 12 or more books in 2002; one in ten listed to audio-recordings of literature; 6 percent listened to poetry readings; 7 percent wrote creative works of their own; and 9 percent used the Internet to learn about, read, or discuss topics related to literature.
Some critics of NEH report noted that it reflects the bias of an "arts" organization that has not recognized basic changes in the increased use of digital texts, particularly Web-based texts. While responding to Web-based texts still involve traditional reading skills, they also involve a whole new set of digital literacies.
Another assumption is that time devoted to critical media instruction will distract and undermine students acquitting "basic skills" and their performances on standardized reading/writing tests. This criticism fails to recognize that understanding and producing media/digital texts still requires uses of "basic skills." In reading media/digital texts, readers are employing a range of "reading" practices-comprehending messages, defining links, critiquing assumptions, etc., that viewers also employ in viewing media texts. One study found that incorporating media education into the curriculum can enhance the development of reading and writing skills (Hobbs & Frost, 1999; 2003). 11th-grade students in an English class received media literacy instruction over a one-year period that was designed by English teachers and integrated into their curriculum. Students in this course improved in their reading, viewing and listening comprehension of print, audio and video texts, message analysis and interpretation, and writing skills to a greater degree than did students in a control group.
There is also the assumption that there's a clear distinction between print and non-print texts and that schooling should be focused on teaching students to learn to "read" print texts. However, many texts could now be described as "hybrid texts" (Stroupe, 2000). Many texts--Web pages, magazine articles, CNN news broadcasts, computer games, etc., combine images and print, along with sound and digital clips. Responding to these "hybrid texts" requires a new set of literacies associated with learning to respond to and create these texts.
It is also important to recognize that the highly interactive learning experiences students experience in computer-mediated contexts outside of schools serve as a useful guide to fostering interactive learning in the classroom (Gee, 2003). This does not mean simply having students play video games in the classroom. Rather, it means considering how the kinds of learning activities afforded by computer-mediated contexts suggests creating simulated, game-like learning activities in the classroom that can be used to enhance critical analysis of literature as well as media/digital texts. For example, one teacher created a MOO in a secondary literature class for studying Brave New World http://homepages.wmich.edu/~r1rozema/Fun/ In this MOO, students created their own fictional roles and share discussions of the novel in fictional rooms, exchanges that address some of the basic themes of the book.
Through their participation with digital texts, students acquire different set of literacies than those associated with traditional notions of "reading comprehension." Gunther Kress (2003) cites the example of a young reader reading a online video games magazine such as Playstation Magazine http://www.playstationmagazine.com/?kc=zdf
In reading this digital text as an organization of disparate bits of information in a visual space, the traditional strategy of linear comprehension with a printed text is now less important than the ability to interpret the various visual cues constituted by color, shape, font size, location on the page, configuration, and function in order to define a reading path related to where to go next. Making these decisions requires a clear sense of relevance regarding what information is most important for accomplishing certain purposes, for example, to know how to successfully play a certain game. Given the large amount of optional information provided on a page, a reader needs to apply a sense of relevance to determine which information is most relevant to fulfilling certain purposes for reading. Kress noted that reading a print text required:
The new task is that of applying principles of relevant to a page, which is (relatively) open in its organization, and consequently offers a range of possible reading paths, perhaps infinitely many. The task of the reader in the first case is to observe and follow a given order, and within that order to engage in interpretation*. The task of the reader of the new page and of the screens which are its models, is to establish the order through principles of relevance of the reader's making, and to construct meaning from that. (p. 162).
As students acquire these digital literacies, they are more open to and engaged with producing and reading multimedia texts (Kress & van Leeuwen, 1996; 2001). Michelle Kendrik (2003) argues that students need to learn to critically analyze web sites based on the organization of information, the quality of design, and users' the sense of purpose in accessing content. She argues that users construct meaning through "environmental interaction - a specific moment of code, content and visualization -- this interaction is local and situated -- but nonetheless not arbitrary or relative."
Jay Lemke (2003) posits that these new media integrate images, sounds, animation, and video, as well as interactive participation. Given the user's active role, they are therefore highly interactive, inviting users to participate in different, unique ways. He cites the example of websites and digital games that are based on feature films such as The Lord of the Rings or The Matrix
Bolter and Grusin (1998) argues that hypermedia challenges the traditional emphasis in literacy instruction on understanding or producing unified, coherent texts based on a definitive, single perspective. Students may often use these tools to simply employ a describing strategy as opposed to an interrogating strategy. In one study, 16 seventh graders 18 preservice teachers used StorySpaceTM to combine original poems, images, and Quicktime movies to explain the various literacy devices used in poetry (McKillop & Myers, 1999). The types of links employed in the hypermedia productions were analyzed in terms of their functions-an "iconic function" was used to illustrate another text, an "indexical function" was used to extend a text to show shared meaning, and a "symbolic function" was used to question the meaning of a text which resulted in a greater understanding of or a critical analysis of a text. Most of the seventh graders' links served as iconic illustrations of ideas in poems. There were far fewer instances of links reflecting critical analysis, for example, when students juxtaposed texts to generate contested meanings.
Digital tools are also used to create communities of learners who can share ideas and messages in on-line sites. The Inquiry Page housed at the University of Illinois http://inquiry.uiuc.edu/ is designed to help teachers share inquiry-based teaching units, teaching successes, and collective expertise. Users of the site are themselves the developers who reconstruct the tool as they use it.
Curriculum integration of media
Adans, D. M., & Hamm, M. (2000). Media and literacy: Learning in an electronic Age--Issues, ideas, and teaching strategies. New York: Charles C Thomas.
Alvermann, D. (Ed.). (2002). Adolescents and literacies in a digital world. New York: Peter Lang.
Alvermann, D., Moon, J.S., & Hagood, M.C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association.
Barrell, B. R. C., Hammett, R. F., Mayher, J. S., &. Pradl, G. M. (Eds.). (2003). New traditions in subject English: Cross border perspectives. New York: Teachers College Press.
Barrell, B. R.C. (Ed). (2001). Technology, teaching and learning: Issues in the integration of technology. Calgary: Detselig Enterprises Ltd.
Brunner, C., & Talley, W. (1999). The new media literacy handbook: An educator's guide to bringing new media into the classroom. New York: Anchor Books.
Buckingham, D. (2003). Media education: Literacy, learning, and contemporary culture. London: Polity Press.
Buckingham, D., & Sefton-Green, J. (1995). Cultural studies goes to school: Reading and teaching popular media. Philadelphia: Taylor & Francis
Considine, D., & Haley, G. E. (1999). Visual messages: Integrating imagery into instruction: A teacher resource for media and visual literacy. Boulder, CO: Teacher Ideas Press.
Doggett, S., & Montgomery, P. K. (2000). Beyond the book: Technology integration into the secondary school library media curriculum. New York: Libraries Unlimited
Farmer, L. S. J. (2001). Teaming with opportunity: Media programs, Community constituencies, and technology. New York: Libraries Unlimited.
Fleming, D. (2002). Media Teaching. London: Blackwell Publishers.
Gerster. C. & Zlogar, L. W. (Eds.). (2005). Teaching Ethnic Diversity With Film: Essays And
Resources For Educators In History, Social Studies, Literature And Film Studies.
McFarland & Company.
Goodwyn, A. (2003). English teaching and the moving image. Philadelphia: Taylor & Francis.
Hammett, R. F. & Barrell, B.R.C (Eds). (2002). Digital expressions, Cultural studies and technology. Calgary: Detselig Enterprises Ltd.
Hart, A., & Hicks. A. (2002). Teaching media in the English curriculum. New York: Stylus Publishing.
Kooy, M., Jansen, T., & Watson, K. (Eds.). (1999). Fiction, literature and media. Amsterdam: Amsterdam University Press.
Krueger, E., & Christel, M. (2001). Seeing and believing: How to teach media literacy in the English classroom. Portsmouth, NH: Heinemann.
Kubey, R. (Ed.). (2001). Media literacy in the information age: Current perspectives. New York: Transaction Publishers.
Loizeau, E. B., & Fraistat, N. (2002). Reimagning textuality: Textual studies in the late age of print. Madison, WI: University of Wisconsin Press.
Mackay, M. (2002). Literacies across Media: Playing the Text. London: Routledge.
Mayer, R. (2001). Multimedia learning. Cambridge University Press.
Muller, V. (2006). Film as film: Using movies to help students visualize literary theory. English Journal, 95(3), 32 – 38.
Pailliotet, A., & Mosenthal, P. (Eds.) (2000). Reconceptualizing literacy in the Media Age. New York: JAI Press.
Richards, J. C., & McKenna, M. C. (Eds.). (2003). Integrating multiple literacies in K-8 classrooms. Mahwah, NJ: Lawrence Erlbaum.
Ross, J. M. (2001). The groovy little youth media sourcebook: Strategies and techniques from the ListenUp Network. New York: Listen Up!
Semali, L. (2002). Transmediation in the classroom: A semiotics-based media literacy framework. New York: Peter Lang.
Semali, L., Kincheloe, J. L., Steinberg, S. R. (Eds.). (2001). Literacy in multimedia America: Integrating media across the curriculum. Philadelphia: Taylor & Francis, Inc.
Tyner, K. (1998). Literacy in a digital world: Teaching and learning in the age of information. Mahwah, NJ: Lawrence Erlbaum.
Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Philadelphia: Taylor & Francis.
New/digital literacies
Alvermann, D. (Ed.). (2002). Adolescents and literacies in a digital world. New York: Peter
Lang.
Bolter, J.D. (2001). Writing space: Computers, hypertext, and the remediation of print (2nd ed.). Mahwah, NJ: Erlbaum.
Bruce, B.C. (1997). Literacy technologies: What stance should we take?. Journal of Literacy Research, 29, 289-309. http://nrc.oakland.edu/jlr/archive/v29/article_29_2_5.pdf
Everett, A., & Caldwell, J. (Eds.). (2003). New media: Theories and practices of digitextuality. New York: Routledge.
Harries, D. (Ed.). (2002). The new media book. London: British Film Institute.
Herman, A., & Swiss, H. (eds). (2000). The world wide Web and contemporary cultural theory. New York: Routledge.
Hillis, K. (1999). Digital sensations: Space, identity, and embodiment in virtual reality. Minneapolis: University of Minnesota Press.
Kolko. B. (Ed.) (2003). Virtual publics: Policy and community in the electronic age. New York: Columbia University Press.
Lister, M., Dovey, J., Giddins, S., Grant, I., & Kelly, K. (Eds.) (2003). New media. New York: Routlege.
Murray, J.H. (1997). Hamlet on the holodeck: The future of narrative in cyberspace. New York: Free Press.
Reinking, D., McKenna, M.C., Labbo, L.D., & Kieffer, R.D. (Eds.). (1998). Handbook of literacy and technology: Transformations in a post-typographic world. Mahwah, NJ: Erlbaum.
Shyles, L. (Ed.). (2002). Deciphering cyberspace: Making the most of digital communication technology. Thousand Oaks, CA: Sage.
Tyner, K. (1998). Literacy in a digital world. Teaching and learning in the age of information. Mahwah, NJ: Erlbaum.
Use of the Web
Anderson, D. (2000). Internet and Web design for teachers: A step-by-step guide to creating a virtual classroom. Boston: Allyn & Bacon.
Baym, N. (2000). Tune in, Log on: Soaps, fandom, and online community. Thousand Oaks, CA: Sage.
Bell, D., & Kennedy, B. (Eds). (2000). The cybercultures reader. New York: Routledge.
Burnett, R., & Marshall, P. (2003). Web theory. New York: Routledge.
Firek, H. (2003). 10 easy ways to use technology in the English classroom. Portsmouth, NH: Heinemann.
Herman, A., & Swiss, T. (Eds.). (2000). The world wide web and contemporary cultural theory: magic, metaphor, power. New York: Routledge.
Holmes, M. (2002). Web usability and navigation: A beginner's guide. New York: McGraw Hill.
Horton, W. (2000). Designing web-based training. New York: Wiley.
Howard, P., & Jones, S. (Eds.) (2003). Society online: The Internet in context. Thousand Oaks, CA: Sage.
Palloff, R., & Pratt, K. (2002). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey Bass.
Levy, P. (2001). Cyberculture. Minneapolis: University of Minnesota Press.
Salsom, G. (2002). E-tivities: The key to active online learning. New York: Kogan Page.
Shank, R. (2003). E-learning. New York: McGraw Hall.
Taylor, T., & Ward, I. (1998). Literacy theory in the age of the Internet. New York: Columbia Univesity Press.
Wolfe, C. (2002). Learning and teaching on the World Wide Web. New York: Academic
Press.
Comics/graphic novels
Bruggeman, L. (1997). “Zap! whoosh! kerplow! Build high-quality graphic novel collections with impact.” School Library Journal, January: 22–27.
Carrier, D. (2001). The aesthetics of comics. University Park, PA: Pennsylvania State University Press.
Crawford, P. (2004). A novel approach: Using graphic novels to attract reluctant readers. Library Media Connection. 26-28.
Eisner, W. (1994). Comics and sequential art. New York: Poorhouse.
Eisner, W. (1996). Graphic storytelling and narrative art. New York: Poorhouse.
Eisner, W. (1996). Graphic storytelling and visual narrative. New York: Poorhouse Press.
Frey, N., & Fisher, D. (2004). Using graphic novels, Anime, and the Internet in an urban high school. English Journal, 93(3), 19-25.
Gammill, K., & Spurlock, J.D. (2001). Kerry Gammill's drawing monsters & heroes for film & comics. New York: Watson-Guptill
Gorman, M. (2003). Getting graphic! Using graphic novels to promote literacy with preteens and teens. Worthington, Ohio: Linworth Publishing.
Gorman, M. (2003, November/December). Graphic novels and the curriculum connection. Library Media Connection, 20-21.
Heller, S., & Chwast, S. (2001). Graphic style: From Victorian to digital. New York: Harry Holt.
Hughers, D. (2003). Comic book movies. New York: Virgin.
Klock, G. (2002). How to read superhero comics and why. New York: Continuum Publishing.
McAllister, M., Sewell, E., & Gordon, I. (Eds.). (2001). Comics & ideology. New York: Peter Lang.
McCloud, S. (1994). Understanding comics. New York: Perennial.
Miller, S., & Shoemaker, J. (Eds.). (2004). Developing and promoting graphic novel collections. New York: Neal-Schuman Publishers.
Morice, D. (2002). Poetry comics. New York: Teachers & Writers Collaborative.
O’Neil, D. (2001). The DC comics guide to writing comics. New York: Watson-Guptill.
Rothschild, D. A. (1995). Graphic novels: A bibliographic guide to book-length comics. Englewood, CO: Libraries Unlimited.
Sabin, R. (2001). Comics, comix & graphic novels : A history Of comic art. New York: Phaidon Press.
Schwarz, G.E. (2002, November). Graphic novels for multiple literacies.
Journal of Adolescent & Adult Literacy, 46(3). Available:
http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/jaal/11-02_column/index.html
Shudo, T. (1999). The art of Pokemon, the movie: Mewtwo Strikes Back! New York: Viz
Varnum, R., & Gibbons, C. (2002). The language of comics: Word and image. Oxford, MS: University Press of Mississippi.
Versaci, R. (2001). How comic books can change the way our students see literature: One teacher's perspective. English Journal, 90(7), 61-67.
http://www.teachingcomics.org/curriculum/perspective.php
Weiner, S. (2002). Beyond superheroes: Comics get serious. Library Journal, 127(2)
Weiner, S., & Couch, C. (Eds.). (2004). The rise of the graphic novel. New York: NBM Publishing.
Weiner, S., & Decandido, K. (Eds.). (2003). The 101 best graphic novels. New York: NBM Publishing.
Wright, B. (2003). Comic book nation: The transformation of youth culture in America. Baltimore: Johns Hopkins University Press.
Examples of graphic novels:
Asamiya, K., Batman: Child of Dreams.
Bendis, B., Ultimate Spider-Man Power and Responsibility.
Brennan, M., Electric Girl.
Busiek, K., Kurt Busiek's Astro City Life in the Big City.
Charlip, R. Fortunately.
Clowes, D., Ghost World.
Collins, M. & Rayner, R. Road to Perdition.
David, L., Beetle Boy.
DeMatteis, J. M. & Barr, G., Brooklyn Dreams.
Dixon, C., & Gorfinkel, J. Birds of Prey.
Eisner, W., A Contract with God and other Tenement Stories.
Eisner, W. City People Notebook
Eisner, W. New York: The Big City.
Ennis, G., Preacher: Dixie Fried.
Fujishima, K., Oh My Goddess! 1-555-GODDESS.
Gaiman, N., Black Orchid.
Gaiman,N., Death The High Cost of Living.
Geary, R., The Mystery of Mary Rogers.
Giardino, V., A Jew in Communist Prague: Adolescence.
Gonick, L., The Cartoon History of the Universe II.
Groening, M., Bart Simpson's Treehouse of Horror Spine-Tingling Spooktacular.
Hernandez, G., Palomar: The Heartbreak Soup Stories.
Hosler, J., Clan Apis.
Inzana, R. Johnny Jihad.
Kafka, F., Kuper, P., & Feiffer, J. Give It Up! And Other Short Stories.
Kafka, F., The Metamorphosis. Ed. and illus. by Peter Kuper.
Kim, H., My Sassy Girl.
Kiyama, H.F., The Four Immigrants Manga.
Kubert, J., Yossel: April 19, 1943: A Story of the Warsaw Ghetto Uprising.
Kudo, K., Mai the Psychic Girl.
Kuper, P., Give it up! And other stories.
Laird, O.L., Jr., Laird, T.N., & Bey, E.A., Still I rise.
Laird, R., Still I Rise: A Cartoon History of African Americans.
Loeb, J., Batman: the Long Halloween.
Messner-Loebs, W. & Kieth, S., Epicurus the Sage.
Millar, M., Ultimate X-Men: The Tomorrow People.
Miller, F.,Sin City.
Miller, R., Elektra Assessin.
Mills, P., Slaine: The Homed God.
Miyazaki, H., Nausicaa of the Valley of Wind Perfect Collection Vol. 1
Moore, A., Promethea Book One.
Moore, T., Strangers in Paradise High School!
Morrison, G., Arkham Asylum.
Mueller, J., Oink: Heaven’s Butcher.
Nishiyama, Y., Harlem Beat No. 1.
Petrie, D., Buffy the Vampire Slayer Ring of Fire.
Rabagliati, M., Paul Has a Summer Job.
Rall, T. 2024.
Ross, A., & Dini, P., Superman: Peace on earth.
Sacco, J. The Fixer: A Story from Sarajevo.
Sakai, S., Usagi Yojimbo Grasscutter.
Satrapi, M., Persepolis: The Story of a Childhood.
Smith, C. Loki and Alex: The Adventures of a Dog and His Best Friend.
Smith, J., Bone Out from Boneville.
Smith, K., Daredevil Visionaries.
Spiegelman, A., & Kidd, C., Jack Cole and Plastic Man.
Takahashi, R., Ranma 1/2 Volume I.
Thompson, C., Blankets.
Ware, C., Quimby the Mouse.
Watson, A., Geisha.
Wegman, W., Surprise Party.
Wegman, W., Little Red Riding Hood.
Wegman, W., My Town.
Weissman, S., White Flower Day.
Winick, J., Pedro & Me Friendship, Loss, & What I Learned.
Winick, J., The Adventures of Barry Ween, Boy Genius.
Woodring, J., The Frank Book.
Film history
Cook, D.A. (1996). A history of narrative film. New York: W.W. Norton.
Giannetti, L, & Eyman, S. (2000). Flashback: A brief history of film, 4th ed.
Upper Saddle River, NJ: Prentice Hall.
Gomery, D. (1991). Movie history: A survey. New York: Wadsworth.
Mast, G., & Kawin, B. F. (2002). A Short History of the Movies. New York: Pearson Longman.
Thompson, K, & Bordwell, D. (2002). Film History: An Introduction. New York: McGraw-Hill.
Sklar, R. (2002). A world history of film. Upper Saddle River, NJ: Prentice Hall.
Sklar, R. (1994). Movie-Made America: A cultural history of American movies.
New York: Vintage.
Television history
Bonner, F. (2003). Ordinary television: Analyzing popular TV. Thousand Oaks, CA: Sage.
Castleman, H., & Podrazik, W. J. (2003). Watching TV: Six decades of American television.
Syracuse, NY: Syracuse University Press.
Edgerton, G.R., & Rollins, P. (Eds.). (2003). Television histories: Shaping collective memory
in the media age. Lexington, KT: University of Kentucky Press.
Hilmes, M., & Jacobs, J. (Eds.). (2003). The television history book. London: British Film Institute.
Newcomb, H. (Ed.). (2000). Television: The critical view. New York: Oxford University Press.
Animation
Canemaker, J. (1996). Before the animation begins: The art and lives of Disney inspirational
sketch artists. New York: Hyperion Press.
Hahn, D. (2000). Animation magic: A behind-the-scenes look at how an animated film is made.
Orlando: Disney Press.
Jenkins, P. (1991). Animation: How to draw your own flipbooks, and other fun ways to make
cartoons move. Reading, MA: Addison-Wesley Publishing.
Koenig, D., Herman, R. M., & Sherman, R. B. (2001). Mouse under glass: Secrets of Disney
animation and theme parks. New York: Bonaventure Press.
Laybourne, K. (1979). The animation book. New York: Crown Publishers.
Rickett, R. (2000). Special effects: The history and techniques. New York: Watson-Guptill
Press.
Stabile, C.A., & Harrison, M. (Eds.). (2003). Prime time animation: Television animation and
American culture. New York: Routledge.
Thomas, F., & Johnston, O. (1995). The illusion of life: Disney animation. New York:
Hyperion Press.
Film adaptations
Aebischer, P., Wheale, N., & Esche, E. (Eds.). (2003). Remaking Shakespeare: Performance Across media, genres and cultures. New York: Palgrave.
Andrew, D. (1984). Concepts in film theory. New York: Oxford University Press.
http://www.questia.com/PM.qst?action=openPageViewer&docId=21290724
Bluestone, G. (2003). Novels into film. Baltimore: Johns Hopkins University Press.
Burt, R. (Ed.). (2002). Shakespeare after mass media. New York: St. Martin's Press.
Burt, R. & Boose, L. E. (Eds.). (2003). Shakespeare, the Movie II: Popularizing the plays on film, TV, video, and DVD. New York: Routledge.
Cartmall, D., & Whelehan, I. (Eds.). (1999). Adaptations: From text to screen, Screen to text. New York: Routledge.
Cartmell, D., Hunter, I. Q., & Whelehan, I. (Eds.). (2001). Retrovision: Reinventing the past in film and fiction. New York: Pluto Press.
Corrigan, T. (1999). Film and literature: An introduction and reader. Upper Saddle River, NJ: Prentice Hall.
Coursen, H. R. (1997). Teaching Shakespeare with film and television: A Guide. Westport, CT: Greenwood Press.
http://www.questia.com/PM.qst?action=openPageViewer&docId=15348490
Elliott, K. (2003). Rethinking the novel/film debate. New York: Cambridge University Press.
Erksine, T. L., & Welsh, J. M. (2000). Video versions: Film adaptations of plays on video. Westport, Connecticut: Greenwood Press.
http://www.questia.com/PM.qst?action=openPageViewer&docId=9785817
Ferrell, W. K. (2000). Literature and film as modern mythology. New York: Praeger.
http://www.questia.com/PM.qst?action=openPageViewer&docId=26289455
Glavin, J. (2003). Dickens on screen. New York: Cambridge University Press.
Lehmann, C., & Starks, L.S. (2002). Spectacular Shakespeare: Critical theory and popular cinema. Teaneck, NJ: Fairleigh Dickinson University Press.
Lothe, J. (2000). Narrative in fiction and film: An introduction. New York: Oxford University Press.
Lupack, B. T. (2002). Literary adaptations in Black American cinema: From Michieux to Morrison. Rochester, NY: Rochester University Press.
McFarlane, B. (1996). Novel to film: An introduction to the theory of adaptation. New York: Oxford University Press.
http://www.questia.com/PM.qst?action=openPageViewer&docId=74440443
Miller, N. (Ed.) (2002). Reimagining Shakespeare for Children and Young Adults.
Philadelphia: Taylor & Francis, Inc.
Naremore, J. (Ed.) (2000). Film adaptation. New Brunswick, NJ: Rutgers University Press.
Parrill, S. (2002). Jane Austen on film and television: A critical study of the adaptations. New York: MacFarland & Co.
Pucci, S. R., & Thompson, J. (Eds.) (2003). Jane Austen and co: Remaking the past in
Roberts, J. (2003). The great American playwrights on the screen: A critical guide to film, TV, Video, and DVD. New York: Applause Books.
Sibley, B. (2002). The Making of the Movie Trilogy (The Lord of the Rings). Boston:
Houghton Mifflin.
Starks, L S., & Lehmann, C. (Eds.). (2002). The Reel Shakespeare: Alternative Cinema and Theory. Teaneck, NJ: Fairleigh Dickinson University Press.
Welsh, J. M., Vela, R., & Tibbetts, J. C. (2002). Shakespeare into film (Facts on File). New York: Checkmark Books.
Applying a feminist lens to media
Bornstein, K. (1998), My Gender Workbook. New York: Routledge.
Brooks, A. (1997). Postfeminisms: Feminism, cultural theory and cultural forms. New York: Routledge.
Brunsdon, C., D’Acci, J., & Spigel, L. (Eds.). (1997). Feminist television criticism: A reader. New York: Oxford University Press.
Carson, D., Dittmar, L., & Welsch, J. (Eds.). (1995). Multiple voices in feminist film criticism. Minneapolis: University of Minnesota Press.
Clare, A. (2001). On men: Masculinity in crisis. London: Arrow.
Currie, D. (1999). Girl talk: Adolescent magazines and their readers. Toronto: University of Toronto Press.
Eagleton, M. (1996), Working with Feminist Criticism. Malden, MA: Blackwell.
Foucault, M. (1976). The history of sexuality Volume One: The will to knowledge. New York: Penguin.
Harding, J. (1998). Sex acts: Practices of femininity and masculinity. Thousand Oaks, CA: Sage.
Hermes, J. (1995), Reading women's magazines. Cambridge, England: Polity Press.
hooks, b. (2000). Feminist theory: From margin to center - Second Edition. London: Pluto Press.
Humm, M. (1997). Feminism and film. Edinburgh: Edinburgh University Press.
Jackson, P., Stevenson, N. & Brooks, K. (2001). Making sense of men's magazines. Cambridge, England: Polity Press.
Joyrich, L. (1996). Re-viewing reception: Television, gender, and postmodern culture. Bloomington, IN: Indiana University Press.
Kaplan, E. A. (1997). Looking for the other: Feminism, film, and the imperial gaze. New York: Routledge.
Kaplan, E. A. (Ed.). (2000). Feminism and film. New York: Oxford University Press.
McRobbie, A. (1999). In the cultured society: Art, fashion and popular music. New York: Routledge.
McRobbie, A. (2000). Feminism and youth culture. New York: Routledge.
Ruby, R. (1998). Chick flicks: Theories and memories of the feminist film movement. Durham,
N.C.: Duke University Press.
Schwichtenberg, C. (Ed.). (1993), The Madonna connection: Representational politics, subcultural identities, and cultural theory. Boulder, CO: Westview Press.
Smelik, A. (2003). And the mirror cracked: Feminist cinema and film theory. New York:
Palgrave.
Thornham, S. (Ed.). (1999). Feminist film theory: A reader. New York: New York University Press.
Whatling, C. (1997), Screen dreams: Fantasising lesbians in film. Manchester, England: Manchester University Press.
Whiteley, S. (2000), Women and popular music: Sexuality, identity and subjectivity. New York: Routledge.
Analysis of race in the media
Biagi, S., & Kern-Foxworth, M. (1997). Facing difference: Race, gender, and mass media. New York: Pine Forge Press.
Boyd, T. (1996). Am I Black enough for you? Popular culture from the hood and beyond. Berkeley: University of California Press.
Carson, D., & Friedman, L. (1995). Shared differences: Multicultural media and practical pedagogy. Urbana, IL: University of Illinois Press.
Cottle, S. (2000). Ethnic minorities and the media: Changing cultural boundaries. London: Open University Press.
Dine, G., & Humez, J. M. (Eds.). (1995). Gender, race and class in media: A text-reader. Thousand Oaks, CA: Sage.
Entman, R., & Rojecki, A. (2001). The Black image in the White mind: Media and race in America. Chicago: University of Chicago Press.
Ferguson, R. (1998). Representing race: Ideology, identity and the media. London: Arnold.
Fiske, J. (1996). Media matters: Race and gender in U.S. politics. Minneapolis: University of Minnesota Press.
Garcia Berumen, F. (1995). The Chicano/Hispanic image in American film. New York: Vantage.
Giroux, H. (1998). Channel surfing: Race talk and the destruction of today's youth. New York: Griffin Trade.
Gutierrez, F., & Wilson, C. (1995). Race, multiculturalism, and the media: From mass to class communication. Thousand Oaks, CA: Sage.
Holtzman, L. (2000). Media messages: What film, television, and popular music teach us about race, class, gender, and sexual orientation. New York: M.E. Sharpe.
Kamalipour, Y, & Carilli, T. (1998). Cultural diversity and the U.S. media. Albany, NY: SUNY Press.
Kellstedt, P. (2003). The mass media and the dynamics of American racial attitudes. New York: Cambridge University Press.
Lester, P. (1996). Images that injure. New York: Praeger.
Negra, C. (2001). Off-White Hollywood American culture and ethnic female stardom. New York: Routledge.
Postmodernism and the media
Alemany-Galway, M. (2002). A postmodern cinema. New York: Rowan & Littlefield.
Bignell, J. (2000). Postmodern media culture. Edinburgh: Edinburgh University Press.
Daspit, T., & Weaver, J. (1998). Popular culture and critical pedagogy: Reading, constructing, connecting. New York: Garland.
Giroux, H. (1997). Counternarratives: Cultural studies and critical pedagogies in postmodern spaces. New York: Routledge.
Green, B., & Fitzclarence, L. (1999). Schooling the future: Education, youth and postmodernism. Philadelphia: Taylor & Francis.
Kelly, U. (1997). Schooling desire: Literacy, cultural politics, and pedagogy. New York: Routledge.
Marshall, B. K. (1992). Teaching the postmodern: Fiction and theory. New York: Routledge.
McRobbie, A. (1994). Postmodernism and Popular Culture. New York: Routledge.
Raschke, C. (2002). The digital revolution and the coming of the postmodern university. New York: Routledge.
Postcolonialism and the media
Curran, J., & Park, M. (Eds.). (2000). De-Westernizing media studies. New York: Routledge.
Dirlik, A. (1997). The postcolonial aura: Third world criticism in the age of global capitalism. Boulder, CO: Westview Press.
Guha, R. (1997). Dominance without hegemony: History and power in colonial India. Cambridge, MA: Harvard University Press.
McLaren, P. (Ed.). (2001). Postmodernism, Postcolonialism and Pedagogy. New York: James
Nicholas.
Moore-Gilbert, Bart. (1997). Postcolonial theory: Contexts, practices, politics. London: Verso.
Prakash, G. (1995). After colonialism: Imperial histories and postcolonial displacements. Princeton: Princeton University Press.
Said, E. W. (1978). Orientalism. New York: Pantheon Books.
Spivak, G. C. (1999). A Critique of postcolonial reason: Toward a history of the vanishing present. Cambridge, MA: Harvard University Press.
Analyzing media representations of race, class, and gender
Alvermann, D.E., Moon, J.S., & Hagood, M.C. (1999). Popular culture in the classroom: Teaching and researching critical media literacy. Newark, DE: International Reading Association.
Andersen, R., & Strate, L. (Eds.). (2000). Critical studies in media commercialism. New York: Oxford University Press.
Beynon, J. (2002). Masculinities and culture. London: Open University Press.
Bernardi, D. (Ed.) (1996). The birth of Whiteness: Race and the emergence of U.S. cinema. New Brunswick: Rutgers University Press.
Branston, G., & Stafford, R. (2003). The media student's book. New York: Routledge.
Buckley, C., & Fawcett, H. (2002). Fashioning the feminine: Representation and women's fashion from the Fin De Si·cle to the present. New York: I.B. Tauris.
Burt, R. (Ed.). (2002). Shakespeare after mass media. New York: Palgrave.
Chermak, S., Bailey, F., & Brown, M. (2003). Media representations of September 11. New York: Praeger.
Clark, L. (2003). From angels to aliens: Teenagers, the media, and the supernatural. New York: Oxford University Press.
Considine, D.M., & Haley, G.E. (1999). Visual messages: Integrating imagery into instruction (2nd ed.). Englewood, CO: Teacher Ideas Press.
Curran, J., & Gurevitch, M. (Eds.). (2000). Mass media and society. London: Arnold.
De Graff, J, Wann, D., Naylor, T., Horsey, D. (2002). Affluenza: The all-consuming epidemic. New York: Berrett-Koehler.
Denzin, N. (2002). Reading race : Hollywood and the cinema of racial violence. Thousand Oaks, CA: Sage.
Dyson, A.H. (1997). Writing superheroes: Contemporary childhood, popular culture and classroom literacy. New York: Teachers College Press.
Frank, T. (2001). One market under God: Extreme capitalism, market populism, and the end of economic democracy. New York: Anchor.
Gal, S., & Kligman, G. (Eds.). (2000). Reproducing gender. Princeton: Princeton University Press.
Ginsburg, F., Abu-Lughod, L., & Larkin, B. (Eds.). (2003). Media worlds: Anthropology on new terrain. Berkeley, CA: University of California Press.
hooks, b. (1994). Outlaw culture: Resisting representations. New York: Routledge.
Kellner, D. (1999). Media Literacies and Critical Pedagogy in a Multicultural Society
http://www.gseis.ucla.edu/courses/ed253a/newDK/medlit.htm
Klein, N. (2002). No logo: No space, no choice, no jobs. New York: Picador.
Mason, P. (Ed.) (2004). Criminal visions: Media representations of crime and justice. New York: Millan Publishing.
McLaron, P., Hammer, R., Sholle, D., & Reilly, S. (1995). Rethinking media literacy: A critical pedagogy of representation. New York: Peter Lang.
Mirzoeff, N. (2002). The visual culture reader. New York: Routledge.
Morley, D. (2000). Home territories: Media, mobility and identity. New York: Routledge.
Perrine, T. (1997). Film and the nuclear age: Representing cultural anxiety. New York: Garland.
Quart, A. (2003). Branded: The buying and selling of teenagers. New York: Perseus.
Roediger, D. (1999). The wages of Whiteness: Race and the making of the American working class. New York: Verso.
Said, E. (1997). Covering Islam: How the media and the experts determine how we see the rest of the world. New York: Vintage.
Semali, L. (Ed.). (2002). Transmediation in the classroom: A semiotics-based media literacy framework. New York: Teachers College Press.
Spretnak, C. (1997). The resurgence of the real: body, nature, and place in a hypermodern world. Reading, MA: Addison-Wesley.
Steinberg. S., & Kincheloe, J. (Eds.). (1997). Kinderculture: The corporate construction of childhood. Boulder, CO: Westview Press.
Torres, S. (2003). Black, white, and in color: Television and Black civil rights. Princeton: Princeton University Press.
Whannel, G. (2001). Media sport stars: Masculinities and moralities. New York: Routledge.
Williams, L. (2002). Playing the race card: Melodramas of Black and White from Uncle Tom to O. J. Simpson. Princeton: Princeton University Press.
Wilson, L. (1999). The wired church: Making media ministry. New York: Abington.
Media representations of teachers
Dalton, M. (2004). The Hollywood curriculum: Teachers in the movies. New York: Peter Lang.
Giroux, H. & Simon, R. (1989). Popular culture, schooling, and everyday life. New York: Bergin & Garvey.
Joseph, P., & Burnaford, G. (Eds.). (1993). Images of school teachers in twentieth-century America: Paragons, polarities, complexities. New York: St. Martin’s Press.
Keroes, J. (1999). Tales out of school: Longing, and the teacher in fiction and film. Carbondale, IL: Southern Illinois University Press.
Weber, S., & Mitchell, C. (1995). That's funny, You don't look like a teacher!: Interrogating images and identity in popular culture. New York: Routledge.
Place/space/environmentalism and the media
Bale, John. "Virtual Fandoms; Futurescapes of Football." http://www.efdeportes.com/efd10/jbale.htm
Carney, G. (Ed.) (1995). Fast Food, Stock Cars, and Rock-n-Roll: Place and Space in American Pop Culture. New York: Rowman & Littlefield.
Couldry, N. & McCarthy, A. (Eds.) (2003). MediaSpace: Place, scale and culture in a media age. New York: Routledge.
Fraim, John. "Battle of Symbols: Space vs. Place" http://www.symbolism.org/writing/books/bs/place/
Gauntlett, D. (1997). Video Critical: Children, the Environment and Media Power. Urbana: University of Illinois Press.
Hochman, J. (1998). Green Cultural Studies: Nature in Film, Novel, and Theory. Boise: University of Idaho Press.
Ingram, D. (2000). Green Screen: Environmentalism and Hollywood Cinema. Exeter: University of Exeter Press.
Lauter, P. (2001). From Walden Pond to Jurassic Park: Activism, Culture, & American Studies. Durham: Duke University Press.
MacDonald, S. (2001). The Garden in the Machine: A Field Guide to Independent Films about Place. Berkeley: University of California Press.
Martin, D. G. (2000). Constructing place: Cultural hegemonies and media images of an inner-city neighborhood. Urban Geography 21(5), 380-405.
Morley, D. (2000). Home Territories: Media, Mobility and Identity. London: Routledge.
O'Neill, E. "The Dichotomy of Place and Non-Place in You've Got Mail." http://www.brynmawr.edu/hart/oneill/299/g_1.pdf
Owens, L. (1997). Mixedblood Messages: Literature, Film, Family, Place. Norman: University of Oklahoma Press.
Rosembaum, J. (1995). Moving Places: A Life at the Movies. Berkeley: University of California Press.
Zonn, L. (Ed). (2000). Place Images in the Media: A Geographical Appraisal. New York: Rowman & Littlefield.
Political/ideological aspects of the media and media ownership
Adler, R. (2001). Canaries in the mineshaft: Essays on politics and media. Boston: St. Martin’s Press.
Bennett, W. L., & Entman, R. (Eds.). (2000). Mediated politics: Communication in the future of democracy. New York: Cambridge University Press.
Davis, R. (2000). The press and American politics: The new mediator. Upper Saddle River, NJ: Prentice Hall.
Fallows, J. (1997). Breaking the news: How the media undermine American democracy. New York: Vintage.
Giroux, H. (2002). Breaking in to the movies: Film and the culture of politics. Malden, MA: Blackwell.
Goldstein, K., & Strach, P. (2003). The medium and the message: Television advertising and American elections. Upper Saddle River, NJ: Prentice Hall.
Graver, D. (2001). Mass Media and American Politics. New York: CQ Press.
Jamieson, K., & Campbell, K. (2000). The interplay of influence: News, advertising, politics, and the mass media. New York: Wadsworth.
Kolko, B. (Ed.). (2003). Virtual publics: Policy and community in an electronic age. New York: Columbia University Press.
Kuypers, J. (2002). Press bias and politics: How the media frame controversial issues. New York: Praeger.
McChesney, R. (1998). Rich media, Poor democracy: Communication politics in dubious times. Urbana, IL: University of Illinois Press.
Sachlebe, M., Yenerall, K., & Schultz, D. (Eds.). (2004). Seeing the bigger picture: Understanding politics through film & television. New York: Peter Lang.
Stempel, G. (2003). Media and politics in America: A reference handbook. New York: ABC/CLIO.
Street, J. (2001). Mass media, politics and democracy. New York: Palgrave.
Analysis of advertising
Berger, A. A. (2001). Ads, fads, and consumer culture. New York: Rowan & Littlefield.
Berger, W. (2001). Advertising today. London: Phaidon.
Boyreau, J. (2004). The Male Mystique: Men's Magazine Ads of the 1960s and '70s. New
York: Chronicle.
Fowles, J. (1996). Advertising and popular culture. Thousand Oaks, CA: Sage.
Fox, R. R. (2000). Harvesting minds: How TV commercials control kids. New York: Praeger.
Fox, S. (1997). The mirror makers: A history of American advertising and its creators. Urbana, IL: University of Illinois Press.
Graydon, S. (2003). Made you look: How advertising works and why you should know. New
York: Annick Press (textbook for middle-school students).
http://www.made-you-look.ca/activities.htm
Hine, T. (2002). I want that! How we all became shoppers. Lincoln, NE: Center for Media Literacy.
Leiss, W., Kline, S., & Jhally, S. (1990). Social communication in advertising: persons, products and images of well-being. New York: Routledge.
Mierau, C. (2000). Accept no substitutes: The history of American advertising. New York: Lerner.
Nava, M., Richards, B., & Macrury, I. (Eds.). (1997). Buy this book: Studies in advertising and consumption. New York: Routledge.
Paxson, P. (2002). Media literacy: Thinking critically about advertising. Lincoln, NE:
Center for Media Literacy.
Samuel, L. (2002). Brought to you by: Postwar TV advertising and the American dream. Lincoln, NE: Center for Media Literacy.
Savan, L. (1995). Sponsored life —Ads, TV, and American culture. Lincoln, NE: Center for Media Literacy.
Schmitt, B., & Simonson, A. (1997). Marketing aesthetics: The strategic management of brands, identity and image. New York: Free Press.
Twitchell, J. B. (1995). Adcult USA: The triumph of advertising in American culture. New York: Oxford University Press.
Twitchell, J. B. (2001). Twenty ads that shook the world: The century's most groundbreaking advertising and how it changed us all. Pittsburgh, PA: Three Rivers Press.
Twitchell, J. B. (2003). Living it up: America's love affair with luxury. New York: Simon & Schuster.
Film/television genres
Altman, R. (1999). Film/genre. London: British Film Institute.
Browne, N. (Ed.) (1998). Refiguring American film genres: History and theory. Berkeley, CA: University of California Press.
Creeber, G., Miller, T., & Tulloch, J. (Eds.). (2001). The Television Genre Book. London: British Film Institute.
Dixon, W. (2000). Film genre 2000: New critical essays. Albany: State University of New York Press.
Elsaesser, T., & Buckland, W. (2002). Studying contemporary American films: A guide to movie analysis. London: Arnold.
Fischer, L. (1996). Cinematernity: Film, motherhood, genre. Princeton, N.J.: Princeton University Press.
Grodal, T. (1997). Moving pictures: A new theory of film genres, feelings, and cognition. New York: Oxford University Press.
Grant, B. K. (Ed.). (2003). Film genre reader III. Austin, TX: University of Texas Press.
Mittell, J. (2004). Genre and television: From cop shows to cartoons in American culture. New York: Routledge.
Neale, S. (2000). Genre and Hollywood. New York: Routledge.
Neale, S. (Ed.). (2002). Genre and contemporary Hollywood. London: British Film Institute.
Strong, J., Dowd, G., & Stevenson, L. (2003). Genre: Media, meaning and definitions. Bristol, UK: Intellect.
Analyzing audience response to the media through media ethnography
Abercrombie, N., & Longhurst, B. (1998). Audiences: A sociological theory of performance and imagination. Thousand Oaks, CA: Sage.
Berger, A. (2000). Media and communication research methods. Thousand Oaks, CA: Sage.
Bird, E. (2003). The audience in everyday life: Living in a media world. New York: Routledge.
Brooker, W., & Jermyn, D. (Eds.). (2003). The audience studies reader. New York: Routledge.
Dickinson, R., Harindranath, R., & Linne, O. (Eds.). (1998). Approaches to audience: A reader. New York: Oxford University Press.
Dochartaigh, N. (2002). The Internet research handbook: A practical guide for students and
researchers in the social sciences. Thousand Oaks, CA: Sage.
Goldstein, J. (Ed.). (1998). Why we watch: The attractions of violent entertainment. New York: Oxford University Press.
Gunter, B. (2000). Media research methods. Thousand Oaks, CA: Sage.
Hay, J., Grossberg, L., & Wartella, E. (1996). The audience and its landscape. Boulder, CO: Westview Press.
Hine, C. (2000). Virtual ethnography. New York: Sage.
Jensen, K. B. (Ed.). (2002). A handbook of media and communication research: Qualitative and quantitative methodologies. New York: Routledge.
Jones, S. (Ed.). Doing Internet research: Critical issues and methods for examining the Net. Thousand Oaks, CA: Sage.
Lindlif, T.R. & Shatzer, M.J. (1998). Media ethnography in virtual space: Strategies, limits, and
possibilities. Journal of Broadcasting & Electronic Media, 42(2), 170-190.
Mahin, D. (2002). Ethnographic research for media studies. London: Arnold.
Mann, C., & Stewart, F. (2000). Internet communication and qualitative research: A handbook
for researching online. Thousand Oaks, CA: Sage.
Markham, A. N. (1998). Life online: Researching real experience in virtual space. Walnut
Creek, CA: Altamira Press.
Means Coleman, R. R. (Ed.). (2001). Say it loud!: African American audiences, media, and identity. New York: Routledge.
Morley, D. (2000). Home Territories: Media, Mobility and Identity. London: Routledge.
Ruddock, A. (2001). Understanding audiences—Theory and method. Thousand Oaks, CA: Sage.
Seiter, E. (1999). Television and new media audiences. New York: Oxford Univ. Press.
Tulloch, J. (2000). Watching the TV audience: Theory and method in reception studies. New York: Oxford Univ. Press.
Stokes, J. (2003). How to do media and cultural studies. Thousand Oaks, CA: Sage.
Wicks, R. H. (2000). Understanding audiences. Mahwah, NJ: Erlbaum. |
