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.
Redmond, T. (2021). The Art of Audiencing: Visual Journaling as a Media Education Practice. Journal of Media Literacy Education Pre-Prints. Retrieved from https://digitalcommons.uri.edu/jmle-preprints/17
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.