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Digital Participatory Culture And The Tv Audience
RRP $260.99
In this study, Falero explores how online communities of participatory audiences have helped to re-define authorship and audience in the digital age. Using over a decade of ethnographic research, Digital Participatory Culture and the TV Audience explores the rise and fall of a site that some heralded as ground zero for the democratization of television criticism.
Television Without Pity was a web community devoted to criticizing television programs. Their mission was to hold television networks and writers accountable by critiquing their work and "not just passively sitting around watching." When executive producer Aaron Sorkin entered Television Without Pity's message boards onThe West Wing in late 2001, he was surprised to find the discussion populated by critics rather than fans. His anger over the criticism he found there wound up becoming a storyline in a subsequent episode ofThe West Wing wherein web critics were described as "obese shut-ins who lounge around in muumuus and chain-smoke Parliaments." This book examines the culture at Television Without Pity and will appeal to students and researchers interested in audiences, digital culture and television studies.
Scientific Literacy Under The Microscope
RRP $302.99
Scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students' scientific literacy. The chapters that comprise this book tap into the expertise of a group of primary teachers from Our Lady of Good Counsel (OLGC), a primary school that chose to actively engage in teaching for scientific literacy. By analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms, these teachers demonstrate the professional knowledge and skill inherent in the expertise of teaching and learning science in a primary classroom. The chapters in this book illustrate the processes and structures that were created at OGLC to provide the conditions that allowed these teachers to explore and build on the range of ideas that informed their approach to teaching for scientific literacy. This book is a compelling example of how a whole school approach to scientific literacy can make a difference for students' learning of science and offer a concrete example of the development of professional knowledge and practice of teachers.
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