Literacy education today involves more than the development of reading and writing proficiencies; literacy today also requires the augmentation of skills needed to read many forms of audiovisual text. Finding a conceptual framework for all of the different kinds of media in which people engage today, however, presents a daunting challenge to the field; seeking and finding this conceptual framework seems urgent considering that young people especially tend to draw heavily from popular music, television, film, and internet sites in their struggles to understand themselves and their world. This study focuses specifically on teleliteracy education. While good teleliteracy pedagogical frameworks exist, significant advancements in teleliteracy education seem to be mired in problems. Most notably, members of the field debate the value of engaging young people in controversial television content. Some scholars claim that this engagement "dumbs-down" learning and diminishes life; others claim that it promotes learning and enriches life when the engagement occurs in democratic learning spaces. Another problem is that existing teleliteracy frameworks seem to concentrate on helping learners to become more critically minded but perhaps overly cynical of the television content in which they engage. In an attempt to strengthen existing teleliteracy frameworks, this study presents an analysis of "Mister Rogers Talks about Learning" (1992), a theme of the Mister Rogers' Neighborhood series comprised of five one-half hour programs. In the study, the author critiques Rogers' work through a theoretical framework that merges Dewey's (1938) and Freire's (1993/1970) philosophies of what constitutes an educative experience within a mutually humanizing praxis. The author also employs Guba and Lincoln's (1989) articulation of constructivist inquiry as a theoretical framework for his methodology, drawing from Freire's (1993/1970) ideas on deconstructing a coded situation and Carby's (1993) work on decoding media text that has pedagogic intent and didactic tone. From the analysis, the author suggests that Rogers' educative and humanizing pedagogy provides insights on how young people might be invited to integrate their learning experiences into their everyday lives in order to navigate positively and confidently, but not cynically, the popular media in which they engage more broadly the challenging issues of a growingly complex world.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-04242007-161403 |
| Date | 27 June 2007 |
| Creators | Murray, Daniel Kevin |
| Contributors | Maureen W. McClure, Michael G. Gunzenhauser, Don T. Martin, Hedda B. Sharapan |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-04242007-161403/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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