Abstract
Although modern media has been an intrinsic aspect of academia for many years, there is still resistance against utilizing popular sources (such as social media, YouTube, and online articles) within first-year composition (FYC). This is especially seen with how we have traditionally defined the research process. “Credible research” has often been conflated with sources that can only be found within academic databases or university libraries. Yet, this definition can be problematic, for it limits the topics and research students can use, and thus can stifle their voices and make them feel as if their interests and passions are “unacademic.” Furthermore, when we ignore popular sources, we inadvertently avoid teaching students how to utilize, analyze, and evaluate sources, a skill that is gaining importance within the world of “fake news.” Thus, I argue that media literacy should be an essential component of FYC, for it will not only vex the tension between academia and real-world relevance, but it will also destabilize the traditional hierarchies of scholarship. Within this presentation, I discuss and demonstrate how the incorporation of media literacy can create a more democratic and equitable learning environment. I also discuss how immersive media can be a valuable tool for teaching analysis and critical thinking within a 21st-century context. Finally, I show how the incorporation of popular sources has revitalized and demystified the research process for my students, and how they have been able to utilize these methods successfully within their own inquiry-driven projects.
Presenters
Aleisha BalestriAdjunct Professor, English, Wilbur Wright City College, Illinois, United States
Details
Presentation Type
Theme
KEYWORDS
Authentic Learning, Redefining Scholarship, Social Media, Literacy, Relevance, Equity
