Lesley L. Johnson’s research has been enthusiastically received both in the United States and abroad as a unique discourse focused on the application of reader-response theory, intermodal expressive therapy models, and technology within contemporary media education paradigms, as they influence educational change. Johnson demonstrates how change in self-concept and teaching and learning practices occurs when teachers and students become involved with media education, specifically self-analysis through «practical» learning experiences.
|Publisher:||Peter Lang Inc., International Academic Publishers|
|Series:||Counterpoints of Education Series , #106|
|Product dimensions:||6.30(w) x 9.06(h) x (d)|
About the Author
The Author: Lesley L. Johnson is Associate Director of the Media Literacy Project at Babson College and Lecturer in the Communications Department at Northeastern University, Boston, Massachusetts. She received her Ph.D. in educational studies/media from Lesley College, Cambridge, Massachussetts. Her background includes twenty years of work in public education, documentary filmmaking, university teaching, and educational research. Johnson continues the examination of educational change while teaching and working with media educators throughout the United States and abroad.