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dc.contributor.advisorMoody-Ramirez, Mia.
dc.contributor.authorEarp, Amanda G.
dc.date.accessioned2012-08-08T15:49:37Z
dc.date.available2012-08-08T15:49:37Z
dc.date.copyright2012-05
dc.date.issued2012-08-08
dc.identifier.urihttp://hdl.handle.net/2104/8424
dc.description.abstractUsing a Constructivist theoretical learning approach, this study examines syllabi from higher education media-related departments to develop a uniform foundation for media literacy courses by finding common objectives and creating an ideal syllabus. Findings indicate that although most objectives in the syllabi appeared throughout the literature, future courses should place more emphasis on objectives such as “effects” and “economics.” The results also show a variation between the types of objectives included in the sample syllabi, most notably in the “other” theme. Finally, the study indicates that a total of 16 objectives should be included in media literacy courses.en_US
dc.language.isoen_USen_US
dc.publisheren
dc.rightsBaylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.en_US
dc.subjectMedia literacy.en_US
dc.subjectJournalism.en_US
dc.subjectCommunications.en_US
dc.subjectSyllabi.en_US
dc.subjectHigher education.en_US
dc.subjectMass communications.en_US
dc.titleCreating a foundation for media literacy education : a content analysis of higher education syllabi.en_US
dc.typeThesisen_US
dc.description.degreeM.A.en_US
dc.rights.accessrightsWorldwide accessen_US
dc.contributor.departmentJournalism.en_US
dc.contributor.schoolsBaylor University. Dept. of Journalism.en_US


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