NAMLE Conference

In August 2009, I gave two presentations at the National Association for Media Literacy Education Conference (NAMLE) in Detroit. In the first presentation, I discussed the findings from the LaMP studies that we have been conducting over the last three years.

The second presentation was based on an article recently published in The Science Teacher (January 09). In this article, I discuss how practices generally associated with media literacy education (such as genre study and segmenting) can be used to offset the high cognitive burden found in web-based science videos. I drew on the research of Mayer & Moreno (2003) to describe how multimodal texts can create cognitive overload and pose difficulties for students. I then illustrated how analytical practices from media literacy education (i.e. genre study and segmenting) can be used to help students identify scientific concepts.