Jeanine Staples | The Pennsylvania State University (original) (raw)
Phone: 8148672734
Address: 260 Chambers Building
Language, Culture and Society Program
Department of Curriculum and Instruction
College of Education
260 Chambers Building
University Park, PA 16802
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Papers by Jeanine Staples
Proceedings of the 2022 AERA Annual Meeting
Proceedings of the 2022 AERA Annual Meeting
Teacher Education Quarterly, 2013
A Media Literacy Course for Pre-Service Teachers in English Education I teach a mandatory course ... more A Media Literacy Course for Pre-Service Teachers in English Education I teach a mandatory course entitled LLED 480: Media Literacy in the Classroom. The course is designed for pre-service teachers in the secondary, English/Communications program in the Department of Curriculum and Instruction within Pennsylvania State University's College of Education. I designed the course to facilitate among secondary education pre-service teachers an awareness and relative mastery of various methods to conduct media text analysis, interpretation, and production. Specifically, undergraduate and masters students learn methods through which they can engage with media as cultural critics. These methods help us to understand deeply how media function as popular culture narratives (Staples, 2010a, 2010b, 2010c, 2011, 2012). Similar to the ways literary theories are incorporated into English education courses, I incorporate into LLED 480 New Literacy theories and analytic frameworks for media studie...
Qualitative Studies, 2011
This article considers the dynamics of an iconographic literacy event that functions as a tool fo... more This article considers the dynamics of an iconographic literacy event that functions as a tool for explorations of literacy practices and fragmented selves, particularly in relationship to the literate lives of marginalized individuals in the post 9/11 era. The author examines what happened when a group of 10 African American women in an urban area employed new literacies in the teaching/learning spaces of their personal lives (i.e. individual homes, familiar eateries, communicative digital technologies) to explore and respond to stories in post 9/11 popular culture narratives. The study employed ethnographic methods (interviews, journaling, email and instant message writing and critical observations) with members of the inquiry over the course of two years. The author investigated critically the meeting of biography, fiction and autoethnography as a literacy event used to couch the literacies and fragmented selves of these women in the post 9/11 era. Findings regarding the nature o...
Visual Arts Research, 2016
Performing feminist conversation in non-feminist contexts is activism that draws attention to how... more Performing feminist conversation in non-feminist contexts is activism that draws attention to how gender—intersected with race, class, sexuality, and ability—is constructed, represented, and treated in affordances of power and privilege. Feminist conversations are integral to feminist pedagogy in which participants recognize the conversations as teaching in a way that includes the vantage points of those who have been excluded from knowledge production, while revealing the perspectives of those in positions of power. This essay represents a feminist conversation that developed during a critique of June King McFee’s work. The conversation took place as one of the 2016 Penn State colloquium sessions, a series of presentations about the landmark 1965 “Seminar in Art Education for Research and Curriculum Development” held at The Pennsylvania State University (Penn State). In 1965, only a few women and people of color were invited to the seminar table. June King McFee was the only woman,...
The International Journal of Learning: Annual Review, 2008
Issues in Teacher Education, 2010
Urban Learning, Teaching, and Research
This research examines how urban adolescents of color who are placed at risk of academic and soci... more This research examines how urban adolescents of color who are placed at risk of academic and social failure interpret and respond to noble and ignoble purposes constructed in media texts. Drawing from New Literacy Studies, which provide impetuses for educators and researchers to explore youth's literacy practices and media engagements as they occur and evolve in alternative teaching/learning contexts, this study uses participant observations, semi-structured interviews, and participant journals to determine youth's conceptions of purposes. These interpretive methods provide data sets that show how this particular group of youth are, or are not, responsive to noble and ignoble purposes. A Stanford Center on Adolescence 2008 Youth Purpose Research Award funded this research.
Anthropology & Education Quarterly, 2015
Taboo: The Journal of Culture and Education, 2018
Tawana Simone is an artist/illustrator who centers the lived experiences of Black and Brown girls... more Tawana Simone is an artist/illustrator who centers the lived experiences of Black and Brown girls and women through vivid representations of the daily adventures, monotony, intimacies, and resistances we generate. Each of the illustrations you see associated with this issue were specifically commissioned by the artist. You can learn more about her work at tawanasimone.com.
Proceedings of the 2022 AERA Annual Meeting
Proceedings of the 2022 AERA Annual Meeting
Teacher Education Quarterly, 2013
A Media Literacy Course for Pre-Service Teachers in English Education I teach a mandatory course ... more A Media Literacy Course for Pre-Service Teachers in English Education I teach a mandatory course entitled LLED 480: Media Literacy in the Classroom. The course is designed for pre-service teachers in the secondary, English/Communications program in the Department of Curriculum and Instruction within Pennsylvania State University's College of Education. I designed the course to facilitate among secondary education pre-service teachers an awareness and relative mastery of various methods to conduct media text analysis, interpretation, and production. Specifically, undergraduate and masters students learn methods through which they can engage with media as cultural critics. These methods help us to understand deeply how media function as popular culture narratives (Staples, 2010a, 2010b, 2010c, 2011, 2012). Similar to the ways literary theories are incorporated into English education courses, I incorporate into LLED 480 New Literacy theories and analytic frameworks for media studie...
Qualitative Studies, 2011
This article considers the dynamics of an iconographic literacy event that functions as a tool fo... more This article considers the dynamics of an iconographic literacy event that functions as a tool for explorations of literacy practices and fragmented selves, particularly in relationship to the literate lives of marginalized individuals in the post 9/11 era. The author examines what happened when a group of 10 African American women in an urban area employed new literacies in the teaching/learning spaces of their personal lives (i.e. individual homes, familiar eateries, communicative digital technologies) to explore and respond to stories in post 9/11 popular culture narratives. The study employed ethnographic methods (interviews, journaling, email and instant message writing and critical observations) with members of the inquiry over the course of two years. The author investigated critically the meeting of biography, fiction and autoethnography as a literacy event used to couch the literacies and fragmented selves of these women in the post 9/11 era. Findings regarding the nature o...
Visual Arts Research, 2016
Performing feminist conversation in non-feminist contexts is activism that draws attention to how... more Performing feminist conversation in non-feminist contexts is activism that draws attention to how gender—intersected with race, class, sexuality, and ability—is constructed, represented, and treated in affordances of power and privilege. Feminist conversations are integral to feminist pedagogy in which participants recognize the conversations as teaching in a way that includes the vantage points of those who have been excluded from knowledge production, while revealing the perspectives of those in positions of power. This essay represents a feminist conversation that developed during a critique of June King McFee’s work. The conversation took place as one of the 2016 Penn State colloquium sessions, a series of presentations about the landmark 1965 “Seminar in Art Education for Research and Curriculum Development” held at The Pennsylvania State University (Penn State). In 1965, only a few women and people of color were invited to the seminar table. June King McFee was the only woman,...
The International Journal of Learning: Annual Review, 2008
Issues in Teacher Education, 2010
Urban Learning, Teaching, and Research
This research examines how urban adolescents of color who are placed at risk of academic and soci... more This research examines how urban adolescents of color who are placed at risk of academic and social failure interpret and respond to noble and ignoble purposes constructed in media texts. Drawing from New Literacy Studies, which provide impetuses for educators and researchers to explore youth's literacy practices and media engagements as they occur and evolve in alternative teaching/learning contexts, this study uses participant observations, semi-structured interviews, and participant journals to determine youth's conceptions of purposes. These interpretive methods provide data sets that show how this particular group of youth are, or are not, responsive to noble and ignoble purposes. A Stanford Center on Adolescence 2008 Youth Purpose Research Award funded this research.
Anthropology & Education Quarterly, 2015
Taboo: The Journal of Culture and Education, 2018
Tawana Simone is an artist/illustrator who centers the lived experiences of Black and Brown girls... more Tawana Simone is an artist/illustrator who centers the lived experiences of Black and Brown girls and women through vivid representations of the daily adventures, monotony, intimacies, and resistances we generate. Each of the illustrations you see associated with this issue were specifically commissioned by the artist. You can learn more about her work at tawanasimone.com.
Session Submission Type: Roundtable Session Unit: SIG-Out-of-School Time Scheduled Time: Sa... more Session Submission Type: Roundtable Session
Unit: SIG-Out-of-School Time
Scheduled Time: Sat Apr 27 2013, 2:15 to 3:45pm, Building/Room: Sir Francis Drake / Empire
Session Role: Chair
Session Submission Type: Paper Session Unit / Sub Unit: Division K - Teaching and Teacher Educ... more Session Submission Type: Paper Session
Unit / Sub Unit: Division K - Teaching and Teacher Education / Section 3: Focus on the Lives of Teachers (knowledge, thinking, dispositions, perspectives, ideology, reflective practice, and the moral dimensions of teaching)
Scheduled Time: Tue Apr 30 2013, 10:20 to 11:50am, Building/Room: Westin St. Francis / Essex
Session Role: Chair