Geert Vandermeersche

Players’ perspectives on the positive impact of video games: A qualitative content analysis of online forum discussions:

On game forums, players often discuss the positive impact of video games on their lives. We collected 964 messages from top ranked game forums (viaAlexa.com) and analyzed them using a coding scheme based on an existing taxonomy about the impact of the arts. This directed qualitative content analysis resulted in an exploration of how players’ talk about the impact of video games reflects broader cultural rhetorics. By analyzing players’ positive experiences using a theory-based coding scheme that is attentive to the wide array of effects that have been ascribed to the arts, this study offers a broad perspective on the attributed impact of video games.

“Shall I Tell You What Is Wrong with Hector as a Teacher?”: The History Boys, Stereotypes of Popular and High Culture, and Teacher Education

Abstract The reluctance to introduce popular films in teacher education has often focused on the generic and stereotypical aspects of school movies. Stereotypes of education are said to misrepresent teaching and learning and are the basis for critical discussions in classes for preservice teachers. Rather than reject them, a narrative analysis will engage with these recurring patterns. School films can be described as equipment for living (Burke) and a company we keep (Booth) and provide narrative schemata. The British school film The History Boys is analyzed as a narrative that responds to a cultural tradition of representing teachers using stereotypes of different pedagogies, literature teaching, and popular culture.

Social media in literacy education: Exploring social reading with pre-service teachers

The rise of digital media affects literacy practices, notably how literary fiction is read and discussed in online environments. Traditional notions of literacy and interpretations of what it means to act as readers or literature teachers can be re-examined within this new configuration of literacy. Starting from a perspective of teachers-as-ethnographers, the authors of this article study how pre-service teachers describe their roles and opportunities to act in social media environments. They present a framework which charts an evolution toward an understanding of reading as social practice. The authors present an exploration of reading practices within the social reading environment Goodreads that was set up with 79 student-teachers. The participants collaboratively composed an autoethnographic document consisting of multiple discussion threads that detail their experiences and reflections on social reading practices. Content analysis revealed seven themes, divided into two clusters: social reading and the implementation of social media in literacy education.

Introduction: Teaching Popular Film and Television: Critical Media Literacy and Narratives in (Teacher) Education

The Blackboard Jungle (1955). Directed by Richard Brooks. Shown: Glenn Ford (as Richard Dadier). Photo courtesy of MGM/Photofest. Why study popular film and television and its relation to education...

Introduction to Literacy and Society, Culture, Media and Education

Part of the American Studies Commons, Comparative Literature Commons, Education Commons, European Languages and Societies Commons, Feminist, Gender, and Sexuality Studies Commons, Other Arts and Humanities Commons, Other Film and Media Studies Commons, Reading and Language Commons, Rhetoric and Composition Commons, Social and Behavioral Sciences Commons, Television Commons, and the Theatre and Performance Studies Commons

Selected Bibliography for Work in Reading, Literacy, and Pedagogy

Part of the American Studies Commons, Comparative Literature Commons, Education Commons, European Languages and Societies Commons, Feminist, Gender, and Sexuality Studies Commons, Other Arts and Humanities Commons, Other Film and Media Studies Commons, Reading and Language Commons, Rhetoric and Composition Commons, Social and Behavioral Sciences Commons, Television Commons, and the Theatre and Performance Studies Commons