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Renee Hobbs
Renee Hobbs (born September 9, 1958) is an American educator, scholar and advocate for media literacy education.〔(【引用サイトリンク】title=Voices on Antisemtisim interview with Renee Hobbs )〕 She is a Professor in the Harrington School of Communication and Media at the University of Rhode Island, where she directs the Media Education Lab.〔(【引用サイトリンク】title=Welcome | Media Education Lab )〕 She served as Founding Director at the Harrington School from 2012 - 2014. She is co-editor with Paul Mihailidis of the ''Journal of Media Literacy Education''.〔(【引用サイトリンク】title=JMLE 4:2 – Editor’s Introduction : National Association for Media Literacy Education )〕
She wrote the 1998 ''Journal of Communication'' article, "The Seven Great Debates in Media Literacy Education," about whether media literacy should emphasize critical analysis of popular culture texts, examine established film classics, emphasize protectionist or empowerment perspectives, be financially supported by media companies, and be included in K-12 education or in afterschool settings? 〔Hobbs, R. (1998). The seven great debates in the media literacy movement. Journal of Communication, 48 (2): 9-29.〕
== Research ==
She wrote ''Reading the Media: Media Literacy in High School English'' (2007, Teachers College Press), the first large-scale empirical evidence of the impact of media literacy education on reading comprehension skills. Influenced by the work of John Dewey and Marshall McLuhan, her research uses a mix of quantitative and qualitative methods to examine the impact of media literacy education on student academic achievement.〔Hobbs, R. (2007). Reading the media: Media literacy in high school English. New York: Teachers College Press.〕 One reviewer wrote, “For Hobbs, present-day media literacy practices must move beyond protecting youth from adverse television and Internet encounters. Instead, she values media literacy pedagogy that teaches today's students how to make informed choices about the variety of texts they have at their disposal. For Hobbs, making an informed or media literate choice about media consumption and creation requires that students critically engage with new media forms, or “symbol systems, tools, and technologies” (p. 159), by asking questions about texts; learning to compose through digital, electronic, and virtual means; and sharing ideas through new modes and mediums of representation. With this in mind, Hobbs reiterates the need for people (teachers, parents, students) to take greater responsibility for their own reading and uses of texts." 〔Jensen, A. Review of Reading the Media: Media Literacy in High School English by Renee Hobbs, Journal of Adolescent and Adult Literacy, Nov 2008, http://www.reading.org/Library/Retrieve.cfm?D=10.1598/JAAL.52.3.10&F=JAAL-52-3-Jensen.html〕
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