Holland, J (2016) Visual Literacy in International Relations: Teaching Critical Evaluative Skills through Fictional Television. International Studies Perspectives, 17 (2). pp. 154-172. ISSN 1528-3577
Abstract
This article explores how students experience fictional television as part of their broader learning experience. In particular, the article investigates the potential role of fictional television in the development of visual literacy and critical evaluative skills. The article reports the findings of an experiment into critical evaluative viewing, which measures the foreign policy beliefs of students after exposure to two contrasting episodes of NBC's The West Wing. The results indicate that students are influenced by fictional television, but in perhaps unexpected ways. Although nuanced, the findings suggest that students demonstrate and develop critical evaluative skills—and visual literacy—in two different ways. First, students oppose the fictional/political message to which they are exposed. And, second, students reject the options that are presented to them in their totality. The article concludes with a discussion of the implications of these findings for teaching critical evaluative skills and visual literacy.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2015 International Studies Association. This is a pre-copyedited, author-produced PDF of an article accepted for publication in International Studies Perspectives following peer review. The version of record: Holland, J (2016) Visual Literacy in International Relations: Teaching Critical Evaluative Skills through Fictional Television. International Studies Perspectives, 17 (2). pp. 154-172, is available online at: http://dx.doi.org/10.1111/insp.12098. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | visual literacy; television; learning and teaching; West Wing; critical evaluation |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Politics & International Studies (POLIS) (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 04 Oct 2016 11:23 |
Last Modified: | 02 Feb 2018 01:38 |
Published Version: | http://dx.doi.org/10.1111/insp.12098 |
Status: | Published |
Publisher: | Oxford University Press |
Identification Number: | 10.1111/insp.12098 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:95837 |