Developing Media Literacy Skills for Students with Specific Learning Disabilities

Autor/in	James, Jessica Everett
Titel	Developing Media Literacy Skills for Students with Specific Learning Disabilities
Quelle	(2014), (129 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-7068-5
Schlagwörter	Hochschulschrift; Dissertation; Media Literacy; Skill Development; Learning Disabilities; High School Students; Rural Schools; Qualitative Research; Case Studies; Constructivism (Learning); Interviews; Observation; Secondary School Students; Librarians; Content Analysis; Special Needs Students; Technology Uses in Education; Mississippi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Media skills; Medie competence; Medienkompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Learning handicap; Lernbehinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Sekundarschüler; Librarian; Bibliothekar; Bibliothekarin; Inhaltsanalyse; Sonderpädagogischer Förderbedarf; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Students with specific learning disabilities (SLD), such as emotional disturbances, and speech or language impairment, attending high schools located in the rural Mississippi Delta lack media literacy skills that could impact the student's ability to successfully graduate from high school. The purpose of this qualitative case study was to identify media literacy skills that students with SLD are lacking. The theoretical framework of the study was constructivism. Qualitative data were collected through interviews and observations. The participants consisted of 6 teachers of high school students with SLD and 3 library media specialists which participated in the interviews. Only the library media specialists participated in the observations. Data were analyzed using content analysis and emerging themes, patterns, and findings were identified and interpreted. The findings indicate that students with SLD lack skills such as accessing, analyzing, evaluating, creating, and interacting with various forms of media. Students with SLD have special needs. The findings corresponds with the IDEA law indicating that strategies (Blogs, Digital Portfolios) and resources (iPads, Wii's, Playaways, CDs) should be included to assist these students. The implications for positive social change include the galvanization of the school district and community working together towards the proper coordination of available resources geared towards successful implementation strategies for students with SLD in a supportive learning environment. Administrators, principals, library media specialist, and teachers will become cognizant of the need of media literacy skills and technology along with strategies that can be utilized to help students with SLD in becoming media literate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01