ABSTRACT
This handbook showcases how educators and practitioners around the world adapted their routine media pedagogies to meet the challenges of the COVID-19 pandemic, which often led to significant social, economic, and cultural hardships. Combining an innovative mix of traditional chapters, autoethnography, case studies, and dialogue within an intercultural framework, the handbook focuses on the future of media education and provides a deeper understanding of the challenges and affordances of media education as we move forward. Topics range from fighting disinformation, how vulnerable communities coped with disadvantages using media, transforming educational TV or YouTube to reach larger audiences, supporting students' wellbeing through various online strategies, examining early childhood, parents, and media mentoring using digital tools, reflecting on educators' intersectionality on video platforms, youth-produced media to fight injustice, teaching remotely and providing low-tech solutions to address the digital divide, search for solutions collaboratively using social media, and many more. Offering a unique and broad multicultural perspective on how we can learn from the challenges of addressing varied pedagogical issues that have arisen in the context of the pandemic, this handbook will allow researchers, educators, practitioners, institution leaders, and graduate students to explore how media education evolved during 2020 and 2021, and how these experiences can shape the future direction of media education. © Shilpy Lather, 2022. All rights reserved.
ABSTRACT
The challenges of work-family balance while being asked to move to remote instruction and engage students creatively have affected us all globally on multiple levels - from our professional identity, to our own health, mortality and purpose in life. The idea behind Nonviolent Communication (NVC) is that as Rosenberg (2015/1999) put it, it is a language that celebrates life. Applying these practices in a community building initiative of the Media Education Lab during the COVID-19 pandemic supported our community not only for their professional needs, but also and most importantly in their social and emotional resiliency to keep positive their family and work. This short article of voices from the field describe this secret sauce using the four elements of NVC (observation, sharing feeling, naming needs and requesting a feasible action) during the 2020 Virtual Viral Hangout (VVH) daily online meetings. © 2021 Author(s). This is an open access, peer-reviewed article published by Bepress and distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. JMLE is the official journal of NAMLE.
ABSTRACT
This study focuses on the social presence framework (Rourke et al., 2001), in order to examine the ways that university-level international students develop social interaction and support in a virtual asynchronous learning community in an online class during the COVID-19 pandemic. English language learners (ELLs) participated in weekly online exchanges on a video discussion platform called Flipgrid in the form of oral dialogue journals for reflection on their academic learning and experiences during these disruptive times. These ELLs’ video journals and peer responses (N = 198) were collected for content analysis, in order to investigate how the use of video-based asynchronous computer-mediated communication (ACMC) can establish positive social and emotional support and a sense of community. The findings of the study indicate that ACMC was successful in establishing interconnectedness in terms of high levels of self-disclosure, positive facial expressions, and other indicators of social and emotional support, demonstrating social presence. Implications of the findings are discussed in terms of how social presence is expressed and fostered in video-based ACMC communities during emergency remote teaching. © 2022, equinox publishing.