Citation

Scharrer E, Wortman Raring L. J. Child. Media 2012; 6(3): 351-366.

Copyright

(Copyright © 2012, Informa - Taylor and Francis Group)

DOI

10.1080/17482798.2012.693050

PMID

unavailable

Abstract

This paper uses the technique of constant comparison to determine emerging themes in the guided journal entries of a group of sixth-grade students taking part in a media literacy curriculum on the topic of violence. In addition to the sixth graders' journals, data stem from the "action letters" they wrote to media producers and policy makers as a culminating experience in the curriculum, either praising or protesting particular media practices or depictions. The emergent themes show evidence of the multiple levels of learning identified in Bloom's Taxonomy, and suggest critical thinking had been inspired in some of the students.