Pop Culture/Media Literacy
Instructor: Melissa Vosen
Friday, June 01, 2018 - Wednesday, June 27, 2018
Course completion July 3, 2018
Instruction Mode: Internet-Asynchronous (Online Class)
Academic Level: K-12 Professional Development
NDSU Credit Fee: $250
This course serves as an overview of media literacy theory. The course will compare and contrast different approaches to media literacy and also examine the use of popular culture across disciplines to improve media literacy skills in young people.
- Compare and contrast different approaches to media literacy.
- Summarize and evaluate the work of key scholars in media literacy / media education.
- Examine how young people use and understand popular culture in multiple contexts.
- Develop a lesson plan using popular culture.
Texts & Other Materials:
Course materials (schedules, handouts, readings, assignments, etc.) and grades are all accessed via Blackboard.
Help & Technical Requirements:
- The NDSU Help Desk is available to help you with any technical problems: http://www.ndsu.edu/its/help_desk/.
For this course, you will need:
- a reliable Internet connection
- access to Blackboard and your NDSU email account
- Microsoft Word
- a Slack account
About The Instructor
Dr. Melissa Vosen Callens earned her Ph.D., M.A. & B.S. in English from North Dakota State University.
Research Overview: My research program is twofold, focusing on popular culture and pedagogy. I use a critical cultural approach to better understand how movies and television represent individuals or groups of people with the understanding that these artifacts are cultural documents that can both articulate and generate our understanding of gender. In addition, I am also interested in helping improve teaching and learning in K-12 schools and higher education. My work frequently analyzes pedagogical practices in active learning and assessment. Through my work, I offer best practices for the classroom supported by evidence-based research.
Teaching Overview: I teach courses in popular culture, media literacy, professional writing, and online education. As a teacher, I view myself as a facilitator or guide. In all of my classes, I employ active learning strategies to engage students in course content. At the graduate level, I take particular pride in mentoring our students. In each of my graduate class periods, I explain my pedagogical approach to learning for that day; after several class periods of modeling different techniques, I ask students to practice using these different strategies by facilitating a discussion or activity.
Much like writing, I believe that teaching is a reflective practice. In order to write and teach effectively, one must be willing to revise. To improve my courses, I participate in a variety of professional development opportunities related to teaching throughout the year.