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A Critical Forum on Media and Culture

A Critical Forum on Media and Culture

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Category: Special Issue: Public and Digital Pedagogies

Teach-Ins and Twitter
Michael Newman / University of Wisconsin-Milwaukee

September 21, 2015 Michael Newman / University of Wisconsin at Milwaukee One comment

Michael Newman examines the legacy of 1960s anti-Vietnam War teach-ins in relation to Twitter and contemporary debates about — and curtailments of — academic freedom, political speech, and public pedagogies within higher education institutions.

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Pedagogy and Where Sh** Happens in Digital Humanities
Vicki Mayer / Tulane University

September 21, 2015 Vicki Mayer / Tulane University Leave a comment

Vicki Mayer discusses her MediaNOLA project and its practical and pedagogical use in the classroom, where it enables students to learn research and production skills, allows them to publish for the public, and, in short, make media.

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“Use the Force, Luke!”: Teaching Videographic Criticism to Students and Colleagues
Drew Morton / Texas A&M

September 21, 2015 Drew Morton / Texas A&M One comment

Drew Morton outlines how best to design a syllabus and videographic assignments for upper-division Media Studies undergraduates that integrates practice and theory while remaining manageable and applicable to this segment of the student population.

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Using Digital Tools for Collaborative Discovery: Assurances and Ambivalences
Leah Shafer / Hobart and William Smith Colleges

September 21, 2015 Leah Shafer / Hobart and William Smith Colleges Leave a comment

Leah Shafer advocates for the productive use of collaborative digital projects and group work in the college classroom.

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Classroom/Space
Amelie Hastie / Amherst College

September 21, 2015 Amelie Hastie / Amherst College One comment

Amelie Hastie argues that television must be studied in a manner that fully contextualizes it within both time and material space, as must the pedagogies, course assignments, and methods of study we use to engage such pursuits.

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Stop Teaching Software, Start Teaching Software Literacy
Katherine Morrissey / Rochester Institute of Technology

September 20, 2015 Katherine E. Morrissey / San Francisco State University 7 comments

Katherine Morrissey advocates for teaching media and software literacy skills which will enable students to successfully adapt and respond to changes in software, its classroom availability, and in the media landscape itself.

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Flow is a critical forum on media and culture published by the Department of Radio-Television-Film at the University of Texas at Austin. Flow’s mission is to provide a space where scholars and the public can discuss media histories, media studies, and the changing landscape of contemporary media.

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Over*Flow: Responses to Breaking TV & Media News

Over*Flow: “'It's Not Dark Humor If It's Not Your Trauma - You're Just Bad People': The Exploitive Nature of TikTok Meme Cultures
Moa Eriksson Krutrök / Umeå University, Sweden

Over*Flow: The Costs of Hope in The Chair and The Bold Type
Kelly Coyne / Northwestern University

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FLOW
ItsRizikiRiziki Millanzi@ItsRiziki·
2 May

I had so much fun writing this column about race, class and gender in Snowpiercer for @FlowTV! Follow the link below to give it a read: 🚆🚆🚆 https://twitter.com/FlowTV/status/1521188048372969472

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FlowTVFLOW@FlowTV·
2 May

New Over*Flow column!

@ItsRiziki assesses the Snowpiercer television series' depiction of class as the central axis of political solidarity, a move that ignores the varied experiences of marginalized peoples to intersectional oppression.

Read it here!
https://www.flowjournal.org/2022/05/race-gender-and-class-in-snowpiercer/

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FlowTVFLOW@FlowTV·
20 Apr

"The tech and entertainment industries have different labor histories and worker cultures, but, as recent video game worker actions demonstrate, these stories are becoming increasingly intertwined." @kfortmueller

Read the full article here: https://www.flowjournal.org/2022/04/mario-job-insecurity-and-unionization/

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