Teacher Education Goes Global
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Joanne Kilgour Dowdy Module
Course Name: Reading and Writing in Adolescence and Adulthood
Module Title: Global Film Reading Website
Module Description: UNIT: Reading Film: VISUAL LITERACY AND GLOBAL APPLICATIONS This writing workshop is a means to preparing student teachers to work in culturally diverse classrooms. It ensures a practical approach to them being culturally relevant in any space where they must meet the needs of the ever-changing dynamics of the fact of multiple intelligences as represented by their students'learning styles.
Global Learning Outcomes Addressed: Knowledge: Understands his/her culture in global and comparative context (recognizes that his/her culture is one of many diverse cultures & that alternative perceptions & behaviors may be based in cultural differences)
Time Required: Preparing students to go onto the website could take more than two sessions. One group took one hour to complete using the site and then entering their reflections on the use of the site to increase awareness of a global perspective through using film.
Resources: References

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Brooks, G. (1995). Selected poems. New York: Quality Paperback Book Club.

Bruce, D. L. (2004). Visualizing success: Using video composition in the classroom. Ohio Journal of English Language Arts, 44(1), 51ˇV56.

Dowdy, J. (1999). Becoming the poem: How poetry can facilitate working across differences in a classroom. The Change Agent. Adult Education for Social Justice: News, Issues and Ideas. New England, MA: Literacy Resource Center.

Dowdy, J. (2002). Poetry in the middle school classroom: An artist/activist and teacher collaboration leading to reform. Teacher Development, 6(1), 105-128.

Dowdy, J. K., Birney, S. M., & Reedus, N. G. (2004). College bound filmmakers: The journey to a screening. The High School Journal, 88(1), 14-26.

Dowdy, J. (2006). In the middle: An artist/researcher experiences urban reform. In J. Kincheloe, P. Anderson, K. Rose, D. Griffith, & K. Hayes (Eds.), Urban education: An encyclopedia (pp. 487-496). Westport, CT: Greenwood Press.

Dowdy, J. (2007). Women, the camera, and the poem. In Drenogianni, E., Seroglou, F.
& Tressou, E. (Eds.), Fylo ke ekpedefsi: Mathimatika, physikes epistimes ke nees technologies [Gender and education: Mathematics, science and new technologies], (pp. 439-451). Athens: Kaleidoscope.

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Harste, J. C. (1994). Literacy as curricular conversations about knowledge, inquiry, and morality. In R. B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processors of reading (pp. 1220-1242). Newark, DE: International Reading Association.

Henderson, J., & Kesson, K. (1999). Understanding democratic curriculum leadership. New York: Teachers College Press.

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Jewitt, C., Kress, G., Ogborn, J., & Tsatsarelis, C. (2001). Exploring learning through
visual, actional and linguistic communication: The multimodal environment of a
science classroom. Educational Review, 53(1).

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western civilization class. Journal of Adolescent & Adult Literacy, 45(5), 368-
377.

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London: Routledge.

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learning: Rhetorics of the science classroom. London: Continuum.

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Oˇ¦Tool, M. (1994). The language of displayed art. Leicester: Liecester University Press.

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Piercy, M. (1980). The moon is always female. New York: Knopf.

Springer, E. P. (2001). Moving into the light. Kingston, Jamaica: Ian Randle Publishers.

Springer, E. P. (2005). Loving the skin Iˇ¦m in. San Juan, Trinidad: Lexicon Trinidad Ltd.

Tsur, R. (2006). Delivery style and listener response in the rhythmical performance of Shakespeare's sonnets. College Literature, 33(1), 170-196.

Van Leeuwen, T. (1999). Speech, music, sound. London: Macmillan.

Wilhelm, J., & Edmiston, B. (1998). Imagining to learn; Inquiry, ethics, and integration through drama. New Hampshire: Heinemann.

WritersCorps (2003). http://www.sfartscommission.org/WC/who/bios.html
Module: View Module
Comment

Joanne, I really like the concept of reading text - regardless of the medium - and analyzing/critiquing it. In physical education, we do that with magazines, media, etc. I was wondering if you had your students develop their own text and had the students read, analyze, and critique one another's work?

Thanks for your hard work!

Jen Fisette


Comment
Joanne, I think your module is very intriguing. For the video clips, by the third one, I was counting shots, looking at the lighting and analyzing the colors used. You have created s truly engaging module. deb