This MicroCPD gives an introduction to the use of video and electronic media so teachers and students can be “media literate”, enabling them to navigate material in their area of specialism, assessing information for reliability, and empowering them to be participants in production and dissemination of their own videos and articles as well as of their academic work.

This empowerment crosses our research and work as academics, filmmakers, and journalists in areas such as:

  • How can we empower ourselves to navigate between valuable information, propaganda, and “fake news”?
  • How can we communicate and engage in dialogue via electronic media through videos, podcasts and articles?
  • How can we establish networks to continue this academic and professional dialogue beyond the classroom?
  • How can we connect our media literacy to a productive activism?

If you are interested in exploring these ideas further, much of the critical work around the pedagogical use of video and other creative media stems from the Digital Humanities, which “recognizes the importance of additional outcomes produced by hands-on, experiential, and project-based learning through doing” (Burdick, 2012: 134) and which “marks a move beyond a privileging of the textual, emphasizing graphical methods of knowledge production and organization, design as an integral component of research, transmedia crisscrossings, and an expanded concept of the sensorium of humanistic knowledge.” (Ibid., p.122)

Burdick, Anne, et al. Digital Humanities, MIT Press, 2012. ProQuest Ebook Central