"How Do I Know What I Think Until I Hear What I Say?": The Role of Talk in Critical Media Literacy Development
The role of talk is often underestimated in literacy learning among older students. This paper expounds upon empirical research from a rigorous, 15-month qualitative research inquiry into the literacy practices of African American urban adolescents in a media-centered after school program. The ways three (3) types of talk emerged within the program are discussed and critiqued as literacy learning strategies. Participants will learn about these student-generated strategies along with the theoretical framework that emerged from them. This presentation will support research informed instructional practices.
Keywords: Media, Literacy, Learning, Classroom Talk
Dr. Jeanine Staples
Assistant Professor, Department of Special Education, University of Maryland College Park