Interaction-based Media Literacy: A Case Study in Applied Conversation Analysis from Rural Pennsylvania

  • 12pm–1pm (EDT/GMT-4)

ONLINE LECTURE SERIES “CRITICAL MEDIA LITERACY: A CHALLENGE FOR TEACHER EDUCATION AND BEYOND”

Critical Media Literacy is a joint interdisciplinary initiative by the Heidelberg School of Education and Teachers College (Columbia University). With this year’s lecture series entitled “Critical Media Literacy: A Challenge for Teacher Education and Beyond”, the project aims for a transatlantic collaborative dialogue at the intersection of various disciplines and didactics. Lecturers, students, teachers, educators and various stakeholders in education are welcome to join in.

Teaserbild zur Veranstaltung #CMLLectures mit Porträt von Sarah Creider
Portrait: © Teachers College, Columbia University

This talk describes a project that brings together citizen media analysis and conversation analysis in the context of conversations about race in a rural county in the northeastern United States. In summer 2020, just after the Republican National Conference, marchers loosely associated with the Black Lives Matter movement were shot at by a local citizen.

The talk first describes the incident and its aftermath, and then invites participants to participate in a data session, comparing transcripts of talks from the Republican Convention with data from local responses to the events—including letters to the editor from the local paper, tweets and facebook posts, and transcripts from press events held by the local police department.


ABOUT SARAH CHEPKIRUI CREIDER

Dr. Sarah Chepkirui Creider is a Lecturer in the Applied Linguistics & TESOL program at Teachers College, Columbia University. As a researcher, teacher, and consultant, she specialises in working with teachers of young learners in multi-lingual classrooms. Her research is focused on how teachers can use their own talk to integrate content and language, and on concrete methods for encouraging student agency and participation. She also works with community activists, using tools from conversation analysis to develop tools for on-the-ground analyses of conversations about race and politics. Dr. Creider’s work has been published in the Journal of Contemporary Foreign Language Studies; Learning, Culture & Social Interaction; Discourse Studies; Language and Information Society; the Journal of Applied Linguistics and Professional Practice, and Working Papers in TESOL & Applied Linguistics. Upcoming publications include an article in Linguistics & Education, and a book (co-authored with Hansun Waring) entitled Micro-reflection on Classroom Communication: A FAB framework (Equinox).


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