Veidlapa Nr. M-3 (8)
Study Course Description
Critical Reading in Multiple Media Environment
Course Code
KF_047
Branch of Science
Communication Theory; Media and communications
ECTS
3.00
Target Audience
Information and Communication Science
LQF
Level 6
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Ilva Skulte
Structure Unit Manager
Ieva Puzo
Structural Unit
Faculty of Social Sciences
Contacts
Dzirciema street 16, Rīga, szf@rsu.lv
About Study Course
Objective
To deliver to students an overview in the notion, topicality and theories of critical reading, to deliver understanding about reading, perception and interpretation in the multiple media of contemporary communication. To develop skills of critical reading and skills of production of precise, understandable and avoid misunderstanding of texts in multimedia environments.
Preliminary Knowledge
no
Learning Outcomes
Knowledge
1.Students know main theories of critical reading and cognitive and social aspects of reading.
Skills
1.Students know how to read critically and how to produce texts that enhance critical reading based on research results on critical reading.
Competences
1.Students achieve the ability to read critically by knowing various elements of texts and specifics of texts in multiple media.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
-
|
-
|
|
Reading of obligatory literature, preparation to the tests, writing of theses, analysis of texts.
|
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
-
|
-
|
|
Participation in lectures and seminars, quality of answers, results in electronic tests, quality of of final paper, examination.
|
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Reading tests. Experimental reading research.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Cognitive aspects of reading and perception. Attention, memory, comprehension, meaning. Difficulties of reading and its social contexts.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Cognitive aspects of reading and perception. Attention, memory, comprehension, meaning. Difficulties of reading and its social contexts.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Elements of text making and critically readable text
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Mass communication and critical perception of a message. Multimodal message and reading in multimedia environment. Intermedia and hyperlink texts and readings.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Text and reader - the most frequent mistakes and what kind of text allows to avoid them
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
History of reading and the concept of critical reading. Media and formats of reading and the understanding of reading in society and culture
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Critical reading as a part of journalistic competences
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
History of reading and the concept of critical reading. Media and formats of reading and the understanding of reading in society and culture
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Critical reading and critical thinking. Basic aspects
|
Total ECTS (Creditpoints):
3.00
Contact hours:
20 Academic Hours
Final Examination:
Exam (Written)
Bibliography
Required Reading
1.
Kūle, Maija, Uldis Vēgners, Zanda Rubene, Artis Svece, u.c. (2018). "Kritiskā domāšana: izglītība, medijpratība, spriestspēja".
2.
Harcup, T. (2005). “I'm doing this to change the world”: Journalism in alternative and mainstream media. Journalism Studies, 6(3), 361-374.
3.
Erfourth, J., Hasenauer, T., & Zieleniewski, L. (2015). Interacting with informational text for close and critical reading. Capstone.
4.
Carter, C. E. (2013). Mindscapes: Critical reading skills and strategies. Cengage Learning.
5.
Wray, A., & Wallace, M. (2021). Critical reading and writing for postgraduates. Critical Reading and Writing for Postgraduates, 1-320.
6.
Goatly, A., & Hiradhar, P. (2016). Critical reading and writing in the digital age: an introductory coursebook. Routledge.
7.
Ward, M. (2013). Journalism online. Routledge.
8.
Baleria, G. (2021). The Journalism Behind Journalism: Going Beyond the Basics to Train Effective Journalists in a Shifting Landscape. Routledge.
9.
Filak, V. F. (2021). Dynamics of media writing: Adapt and connect. SAGE Publications.
10.
Kellner, D., & Share, J. (2019). The critical media literacy guide: Engaging media and transforming education. Brill.
11.
Hayles, N. K. (2012). How we think: Digital media and contemporary technogenesis. University of Chicago Press.
12.
Carr, N. (2020). The shallows: What the Internet is doing to our brains. WW Norton & Company.
13.
Rheingold, H. (2012). Net smart: How to thrive online. Mit Press.
14.
Treile M.(red.) (2020). Lasīšanas pandēmija: esejas par lasīšanas vēsturi Latvijā. Rīga: LNB.
15.
Mangen, A., & Van der Weel, A. (2016). The evolution of reading in the age of digitisation: an integrative framework for reading research. Literacy, 50(3), 116-124.
16.
Graves, L., & Amazeen, M. A. (2019). Fact-checking as idea and practice in journalism. In Oxford research encyclopedia of communication.
17.
Reich, Z. (2010). Source credibility as a journalistic work tool. In Journalists, sources, and credibility (pp. 31-48). Routledge.
18.
Rayner, K., Pollatsek, A., Ashby, J., & Clifton Jr, C. (2012). Psychology of reading. Psychology Press.
19.
Leckner, Sara. (2012). Presentation factors affecting reading behaviour in readers of newspaper media: an eye-tracking perspective. Visual Communication 11, no. 2: 163-184.
20.
Flippo, R. F., Armstrong, S. L., & Schumm, J. S. (2018). Reading tests. In Handbook of college reading and study strategy research (pp. 340-366). Routledge
21.
Anča, G. (2001). Tiesības saprast izlasīto.
22.
Freire, P. (1973). Education for Critical Consciousness. New York, Seabury Press.
23.
Goatly, A., & Hiradhar, P. (2016). Critical reading and writing in the digital age: an introductory coursebook. Routledge.
24.
Wahl-Jorgensen, K. (2004). Wanted: Critical journalism studies to embrace its critical potential. Ecquid Novi: African Journalism Studies, 25(2), 350-353.
Additional Reading
1.
Simko, J., Hanakova, M., Racsko, P., et.al. (2019, September). Fake news reading on social media: an eye-tracking study. In Proceedings of the 30th ACM Conference on Hypertext and Social Media (pp. 221-230).
2.
Gwizdka, J., Hosseini, R., Cole, M., & Wang, S. (2017). Temporal dynamics of eye‐tracking and EEG during reading and relevance decisions. Journal of the Association for Information Science and Technology, 68(10), 2299-2312.