Media, Education and Change

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.