With the ever-growing proliferation of electronic and other popular
media, the complexity of relationship between what students see and
hear, what they believe and how they interact with one another
underscores now, more than ever, the need for across-the-curriculum
teaching of critical thinking, critical reading, and critical
viewing skills. The emerging consensus is that teaching critical
viewing skills bolsters students' abilities in traditional
disciplines, combats problems of youth apathy, violence, and
substance abuse, and improves students', parents, and teachers'
attitudes' toward school."Intermediality: Teachers' Handbook of
Critical Media Literacy" challenges the practice of teaching the
classics and the canon of acceptable literary works far removed
from students' experiences, with emphasis on learning environment
over the presentation of any specific or specified content. The
authors, Ladislaus Semali and Ann Watts Pailliotet, present
literacy education as "intermedial" in nature--it entails
constructing connections among varying conceptions and sign
systems. Reading printed texts requires more than simply decoding
letters into words or sounds; it involves finding meaning, motive,
structure, and affect. The same goes for reading the electronic
text. The authors argue for the discourse of literacy to take up a
critical stance by examining a whole wide array of texts that form
the meaning-making process of the looming information
age."Intermediality" examines, extends, and synthesizes the
existing literary definitions, texts, theories, processes, research
and contexts. It brings into focus the possibilities of working
with media texts to address questions adapted from linguists and
literary educators. Thus, in this book, critical media literacy
becomes a competency to read, interpret, and understand how meaning
is made and derived from print, photographs and other electronic
and graphic visuals.
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