This essay explores how higher education’s move away from the liberal arts tradition of learning by thinking and towards more vocational “experiential” approaches has implications for media literacy educators’ career options, scholarly identities, and teaching strategies. Specifically, I consider my own negotiation of increasing administrative and student demands for “hands-on” production courses by confessing both my advantages on the job market and my post-hire challenges in articulating a clear research agenda. I then conclude with a case study of how I repurposed my scholar-practitioner identity and used critical theory to drive production by bringing film students into a cultural studies classroom.
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Boulton, C. (2016). Confessions of a Media Literacy Scholar-Practitioner: Job Market Advantages, Research Agenda Challenges, and Theory-Driven Production. Journal of Media Literacy Education, 8(1), 85-92. Retrieved from https://digitalcommons.uri.edu/jmle/vol8/iss1/6
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