Incorporating New Forms of Media in the English Language Arts Classroom
Major
Educational Studies
Second Major
English – Literature
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
Teachers across many English Language Arts classrooms have noticed a lack of interest and understanding when it comes to teaching classic novels and other complex texts. It is crucial that English Language Arts teachers examine their curriculum and attempt to find new ways to make content accessible and meaningful. This teacher research investigates the impact on engagement and comprehension in the ELA classroom when new forms of media, such as movies, television, music, video games and social media are incorporated into the curriculum. Utilizing Bruner’s (1961) concept of scaffolding and Kearsley and Schneiderman’s (1999) theory of engagement as theoretical frameworks, I conducted a qualitative self-study on thirty-six high school English literature students. The research includes data from field notes, student work samples, and lesson plans to evaluate the effectiveness of multimedia education. This work is crucial in order ensure that students are engaged in learning and gaining the critical analysis skills necessary to thrive outside of the classroom.
Incorporating New Forms of Media in the English Language Arts Classroom
State Farm Hall
Teachers across many English Language Arts classrooms have noticed a lack of interest and understanding when it comes to teaching classic novels and other complex texts. It is crucial that English Language Arts teachers examine their curriculum and attempt to find new ways to make content accessible and meaningful. This teacher research investigates the impact on engagement and comprehension in the ELA classroom when new forms of media, such as movies, television, music, video games and social media are incorporated into the curriculum. Utilizing Bruner’s (1961) concept of scaffolding and Kearsley and Schneiderman’s (1999) theory of engagement as theoretical frameworks, I conducted a qualitative self-study on thirty-six high school English literature students. The research includes data from field notes, student work samples, and lesson plans to evaluate the effectiveness of multimedia education. This work is crucial in order ensure that students are engaged in learning and gaining the critical analysis skills necessary to thrive outside of the classroom.