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Critical Video_Srsen Kenney.pdf (5.43 MB)

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CRITICAL VIDEO PROJECTS: UNDERSTANDING NINE STUDENTS’ EXPERIENCES WITH CRITICAL LITERACY AS THEY RE-IMAGINE CANONICAL TEXTS THROUGH FILMS

Srsen Kenney, Kristen Laura
http://orcid.org/0000-0002-5500-7563
http://rave.ohiolink.edu/etdc/view?acc_num=kent1572546051237628

Abstract Details

2019, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
The purpose of this qualitative case study was to develop a deeper understanding of how 15–16-year-old students created meaning and critically evaluated canonical works through various methods, including a final multimodal project. A case study approach was used to investigate the following questions: how does teaching the students to use critical lenses help students develop their critical literacy skills; how does assigning student-made multimodal/film projects of canonical literature help students connect with canonical texts (including how they evaluate, reflect on, and understand the characters); and how does assigning student-made multimodal/film projects help students develop their critical literacy skills in general (including, perhaps, their understanding of social criticism in canonical works)? By focusing on these questions, this study hoped to uncover how students’ critical interpretations of canonical works could be broadened to help them understand critical social theory in their world, too. For this study, nine 15–16-year-old participants’ experiences in a Sophomore English classroom were studied. Multiple data sources were collected: journal entries, observations, film projects, film artifacts, and interviews. The results of the study revealed that students were motivated to read and evaluate canonical texts with critical lenses. Moreover, the students were motivated to take their knowledge of critical literacy to create their own self-directed films of canonical works. The implications for future research and future instructional practices make this a viable option for teachers to incorporate into their classrooms to increase motivation and engagement with canonical works.
William Kist (Committee Chair)
Alexa Sandmann (Committee Member)
Sara Newman (Committee Member)
501 p.
Curriculum Development; Education; Literacy; Literature; Secondary Education
film; critical literacy; critical lenses; literacy; high school; English; Reader Response; canon; classics; literature

Recommended Citations

Citations

  • Srsen Kenney, K. L. (2019). CRITICAL VIDEO PROJECTS: UNDERSTANDING NINE STUDENTS’ EXPERIENCES WITH CRITICAL LITERACY AS THEY RE-IMAGINE CANONICAL TEXTS THROUGH FILMS [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572546051237628

    APA Style (7th edition)

  • Srsen Kenney, Kristen. CRITICAL VIDEO PROJECTS: UNDERSTANDING NINE STUDENTS’ EXPERIENCES WITH CRITICAL LITERACY AS THEY RE-IMAGINE CANONICAL TEXTS THROUGH FILMS. 2019. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1572546051237628.

    MLA Style (8th edition)

  • Srsen Kenney, Kristen. "CRITICAL VIDEO PROJECTS: UNDERSTANDING NINE STUDENTS’ EXPERIENCES WITH CRITICAL LITERACY AS THEY RE-IMAGINE CANONICAL TEXTS THROUGH FILMS." Doctoral dissertation, Kent State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572546051237628

    Chicago Manual of Style (17th edition)

kent1572546051237628
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© 2019, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.