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Reading the Media in High School: Media Literacy in High School English


reviewed by David L. Bruce July 17, 2007

coverTitle: Reading the Media in High School: Media Literacy in High School English
Author(s): Renee Hobbs
Publisher: Teachers College Press, New York
ISBN: 0807747386 , Pages: 208, Year: 2007
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Integrating Media with the Canon “We do not all become English teachers, and those of us who do cannot afford to forget this fact” (Scholes, 1998, p. 79). In The Rise and Fall of English (1998), Robert Scholes fires a critique at the traditional English curriculum, stating that much of it has been based on a “set of assumptions about teaching that are so out of touch with our real situations as to be both ludicrous and dangerous” (p. 76). Those assumptions deal with a skewed view of the purpose of teaching literature and composition. Rather than teaching students the broad concepts of reading, writing, and thinking to make sense of their lives and their world, English teachers often have taught a series of highly decontextualized skills. Scholes states that such an approach is no longer viable. The present population is comprised of “the most mediated human beings ever to exist on... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: July 17, 2007
http://www.tcrecord.org ID Number: 14551, Date Accessed: 10/23/2017 6:25:53 PM

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About the Author
  • David Bruce
    Kent State University
    E-mail Author
    DAVID BRUCE is an assistant professor at Kent State University in the department of Teaching, Leadership and Curriculum studies. His most recent publication is a book chapter exploring adolescent identity and media in Media Education as Pedagogy: Essays on Identity and Critical Thinking published by Hampton Press. He also has a chapter on multimedia composition in the upcoming Handbook of Research in Teaching Literacy Through the Visual and Communicative Arts (Volume II) published by Erlbaum and the International Reading Association.
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