Creating Zines in Preservice Art Teacher Education

Zines for Teaching: A Survey of Pedagogy and Implications for Academic Librarians

“…In 2010, Sheri Klein wrote about a zine assignment in a sophomorelevel art education course. 11 Kathryn Grushka and Nicole Goodlad in 2012 described zine pedagogy in a course for preservice teachers. In a perzine assignment, students "explore the role of memory and experience in shaping their learner/teacher identities."…”

Reporting or Reconstructing? The Zine as a Medium for Reflecting on Research Experiences

“…Novice thinking is defined as "attention to the needs of students, long-term views, differentiation of teacher and learner roles, recognizing teachers as facilitators and openness to learning, having tentative conclusions, strategic and imaginative thinking, and reasoning grounded in knowledge of self, children and subject matter" (p. 29). In Klein's (2010) analysis, she found that students displayed both forms of reflection depending on the context. Yang (2010) utilized the medium for participatory literacy to better engage students on the topic of science; he wrote "zines can combine personal and academic engagement with public outreach, activating students' curiosity toward research, reflection, and articulation of a topic to serve a wider audience" (573).…”

“…Cohen's case study cites that some of the students, after the production of a zine, were able to reflect on their role as writers. Klein (2010) also uses the production of content as a way to encourage students to reflect on professional practice. Klein (2010) frames the analysis of the pre-service teachers' zines around LaBoskey's (1994) work in which she identifies two types of reflection, "common sense and novice thinking" (p. 45).…”

“…Klein (2010) also uses the production of content as a way to encourage students to reflect on professional practice. Klein (2010) frames the analysis of the pre-service teachers' zines around LaBoskey's (1994) work in which she identifies two types of reflection, "common sense and novice thinking" (p. 45). In this framework, common sense thinking is defined as reflection that focuses on "attention to self and/or subject matter, short-term views, reliance on personal experiences, the teacher as transmitter, lack of awareness of the need to learn, and making broad generalizations" (p. 29).…”

Η Παιδαγωγική Του Οπτικού Πολιτισμού Και Η Έννοια Της Παιδικής Ηλικίας

“…Προβήκαν σε κριτική εξέταση ζητημάτων όπως η ομορφιά και η πλαστική χειρουργική (Blair & Shalmon, 2005), η παγκοσμιοποίηση και οι πολυεθνικές εταιρείες (Tavin & Hausman, 2004), οι διασημότητες (celebrities) (Briggs, 2007). Έγιναν αντικείμενα κριτικής εξέτασης οι τηλεοπτικές σειρές όπως τα reality shows (Herrmann, 2006), οι σαπουνόπερες (Perkins, 2006• Christopoulou, 2008, οι ταινίες του Disney (Tavin & Anderson, 2003), τα περιοδικά (zines) (Klien, 2010), οι διαφημίσεις (Chung, 2005• Park, 2006• Savage, 2006• Wightman, 2006. Μελετήθηκαν και αξιοποιήθηκαν οι νέες τεχνολογίες όπως το βίντεο (Lovett, 2006) και ο κυβερνοχώρος (Black & Smith, 2006• Taylor, 2000• Duncum, 2010a, τα βιντεοπαιχνίδια (video games) (Gill, 2009), οι ιστοσελίδες των εφήβων (Bae, 2011), οι παραγωγές των νέων στο YouTube (Duncum, 2013).…”