Hobbs' Research

What research did Renee Hobbs conduct?

In 1998, Hobbs began her research at Concord High School among eleventh grade English classrooms. These classrooms began using media literacy curriculums. Hobbs interviewed students and teachers, as well as observing classrooms to conduct her research.

Hobbs comments that "Throughout the process, I reflected on the actual activities and lessons that comprised the learning experiences, studied the way parents and school leaders interpreted the new approach to literacy, and examined the ways that teachers and students responded emotionally, socially, and intellectually to the experience of critically analyzing and composing using media texts, tools, and technologies" (13).

Even though I am not conducting research for a study, in my observations, I look out for any use of the media or technology in the classroom. I watch how students respond to this activity. I have to admit: most of my classrooms are not media-centered classrooms. Can you believe it? However, this is beneficial, because I am also seeing what methods are ineffective and boring to the students.

Perhaps so many teachers do not use media-centered classrooms because they do not see relevancy in their classes, and this approach does not teach to the standards or to the Regents Exam. However, media literate classrooms implemented by Hobbs, do allow students to practice essential skills according the standards and needed for the Regents Exam. Hobbs approach provides positive outcomes for instructions on students' reading, writing, listening, and viewing skills (16). Similarly, PLS (from my last blog), also documents that their method addresses the standards. One of their points states that "Media literacy helps teachers to more effectively address existing learning standards and engage students with varied learning styles."

Hmmm... It looks to me that conclusions drawn from actual media literacy classrooms can actually satisfy many teachers' fears in implementing this type of classroom...