Journal of Media Literacy Education Pre-Prints

Document Type

Research Article

Abstract

Using qualitative methods with an action research design, the author investigates uses of visual journaling as a media production opportunity in an undergraduate media literacy class. Through visual journaling as an arts-based inquiry process, students engaged in production, creating and sharing graphical representations of their emerging media literacy knowledge and perspectives. Findings illuminate visual journaling as a way of audiencing that cultivates agentive knowledge building, active negotiation of learning, and student-centered expression in the context of media literacy education. Visual journaling as a method of production results in a manageable and creative maker experience that augments learning, inviting students to synthesize physical materials and nonlinear digital content as a contemporary literacy act. Visual journaling has implications not only as a literacy exercise, but also as an anti-oppressive and democratic teaching and learning practice.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

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