This qualitative research study explores the use of television as text in adult literacy as a means of bridging orality and literacy. The reason for selecting television as an educational tool was to provide equal access to stories for both non-readers and readers of print, and the 22 research participants were required to complete a survey and participate in four 2-hour workshops, and a taped interview. During the workshops, participants learned to actively engage with the texts that were edited stories from the Canadian television series North of 60. The researcher included reading strategies to encourage the participants' interaction with the texts as active "readers" (see Fiske, 1987; Buckingham, 1993; Bianculli, 1992) and brainstorming to increase their vocabulary prior to writing reflective responses. First, how television as text influences an adult literacy student's ability to transfer information from oral texts into print texts is analyzed. The findings indicate that television allows non-readers, reluctant readers, and delayed readers of English to learn literary terms and conventions that apply to print stories and practise four domains of language acquisition - listening, speaking, reading, and writing. A selection of each participant's written responses to the stories and interview fragments have been analyzed. Whenever possible, the selection is based on a participant's favorite story or personal connection to a character. Second, the effect of brainstorming on written responses has been examined. This technique is a pre-writing strategy the researcher used not only to assist the participants in recording vocabulary relevant to the story, but also to provide opportunities for sharing ideas in the construction of meaning. Based on data collected during the interviews, individuals with short-term memory problems indicate that repetition of vocabulary through brainstorming, note-taking, and discussion reinforces memory retention, and second language learners gain knowledge of pronunciation by hearing and rehearsing vocabulary from the stories. Third, factors contributing to the participants' reflective oral and written responses to the television stories have been analyzed. The main factors contributing to reflective thinking and writing involve the research pedagogy and the development of reflective skills through practice. The researcher's reflective methodology combines phenomenology, critical ethnography, and emancipatory practice from the diverse perspectives of van Manen (1990), Haig- Brown and Archibald (1996), and Freire (1974,1994,1997,1998) who have informed this study together with other researchers in the respective fields. This method situates the research participants and the researcher in a partnership in which everyone contributes through dialogue to the learning process. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

That motion pictures are effective stimulators of the mind is a fact which seems to be generally accepted by many people. In accepting this belief school administrators have wisely turned to the sound film as an aid in teaching. However the question at once arises concerning the manner in which this program is to be put into practice. Furthermore can the results of this type of program be evaluated? In the ensuing pages will be given some of the basic facts and theory concerning good audio-visual practices. Following this will be an account of how such a program was put into practice in Apalachicola, Florida, during the school year 1949 and 1950. After this account of the operation is sketched an attempt to evaluate this program from several points is made. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 37).

The present study is concerned with two related but independent problems. First, the study investigates the effects of movie and lecture modes of instruction on factual recall as related to verbal ability and Hidden Figures test scores. Secondly, the study investigates factual recall from film and video media of presentation as related to verbal ability. To investigate these problems jointly, each of mode of instruction, movie and lecture, was recorded both on film and video media.

Thesis (Ed.D.)--Boston University.

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This study was designed to test the null hypothesis that there would be no significant difference in the achievement of subjects who are taught the same concepts using two sets of visuals which differ in detail, complexity, accuracy of scale and use of background. A 20-item comprehension test produced non-significant differences between the simple and complex artwork treatments within both the Army Reserve and FTU samples. Subjects in both target audiences achieved approximately the same comprehension level even though the perceived the complex art to be significantly more adequate to teach. The major implication of this study is the possibility for dramatic savings in costs as well as time contributed to the development process of TEC lessons without a corresponding drop in teaching effectiveness. It was recommended that educators consider this and other related research when planning, designing, purchasing and using audio-visual instructional materials and training aids.

The general purpose of this study and investigation is to prepare a suitable reference work on production and use of visual educational material. This study will aid the teacher who wishes to produce material in his community to serve as an aid to teaching.