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Teleliteracy in the neighborhood:Seeking an educative pedagogical framework andfinding an encoded praxis of mutual humanization in"Mister Rogers Talks about Learning"

Murray, Daniel Kevin (2007) Teleliteracy in the neighborhood:Seeking an educative pedagogical framework andfinding an encoded praxis of mutual humanization in"Mister Rogers Talks about Learning". Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Literacy education today involves more than the development of reading and writing proficiencies; literacy today also requires the augmentation of skills needed to read many forms of audiovisual text. Finding a conceptual framework for all of the different kinds of media in which people engage today, however, presents a daunting challenge to the field; seeking and finding this conceptual framework seems urgent considering that young people especially tend to draw heavily from popular music, television, film, and internet sites in their struggles to understand themselves and their world. This study focuses specifically on teleliteracy education. While good teleliteracy pedagogical frameworks exist, significant advancements in teleliteracy education seem to be mired in problems. Most notably, members of the field debate the value of engaging young people in controversial television content. Some scholars claim that this engagement "dumbs-down" learning and diminishes life; others claim that it promotes learning and enriches life when the engagement occurs in democratic learning spaces. Another problem is that existing teleliteracy frameworks seem to concentrate on helping learners to become more critically minded but perhaps overly cynical of the television content in which they engage. In an attempt to strengthen existing teleliteracy frameworks, this study presents an analysis of "Mister Rogers Talks about Learning" (1992), a theme of the Mister Rogers' Neighborhood series comprised of five one-half hour programs. In the study, the author critiques Rogers' work through a theoretical framework that merges Dewey's (1938) and Freire's (1993/1970) philosophies of what constitutes an educative experience within a mutually humanizing praxis. The author also employs Guba and Lincoln's (1989) articulation of constructivist inquiry as a theoretical framework for his methodology, drawing from Freire's (1993/1970) ideas on deconstructing a coded situation and Carby's (1993) work on decoding media text that has pedagogic intent and didactic tone. From the analysis, the author suggests that Rogers' educative and humanizing pedagogy provides insights on how young people might be invited to integrate their learning experiences into their everyday lives in order to navigate positively and confidently, but not cynically, the popular media in which they engage more broadly the challenging issues of a growingly complex world.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Murray, Daniel Kevindkm3@pitt.eduDKM3
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairGunzenhauser, Michael Gmgunzen@pitt.eduMGUNZEN
Committee MemberMartin, Don Tdomartin@pitt.eduDOMARTIN
Committee MemberSharapan, Hedda
Committee MemberMcClure, Maureen Wmmcclure@pitt.eduMMCCLURE
Date: 27 June 2007
Date Type: Completion
Defense Date: 16 April 2007
Approval Date: 27 June 2007
Submission Date: 24 April 2007
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: Fred Rogers; media literacy; pedagogy; teleliteracy
Other ID:, etd-04242007-161403
Date Deposited: 10 Nov 2011 19:41
Last Modified: 15 Nov 2016 13:42


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