Literaturnachweis - Detailanzeige
| Autor/inn/en | Harvey, Lauren; Palese, Emily |
|---|---|
| Titel | #NeverthelessMemesPersisted: Building Critical Memetic Literacy in the Classroom |
| Quelle | In: Journal of Adolescent & Adult Literacy, 62 (2018) 3, S.259-270 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1081-3004 |
| DOI | 10.1002/jaal.898 |
| Schlagwörter | Internet; Social Media; Cartoons; Information Dissemination; Critical Thinking; Humor; Political Issues; Teaching Methods |
| Abstract | As our students' consumption of internet memes through social media increases, a critical perspective toward these memes becomes increasingly important. Memes present teachers with a powerful and relevant way to approach critical analysis and discussion in the 21st-century classroom. In this article, the authors present a framework for incorporating critical discussion and creation of memes into classrooms. Harnessing the power and prevalence of memes, the authors explore how internet memes can be used as a vehicle for critically engaging students. When they understand the characteristics that make memes an effective vector of cultural transmission, students can more critically recognize, consume, and produce these tools for humor and social and political critique. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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