Enhancing Geographic Learning and Literacy Through Filmmaking

Abstract

In this media-saturated society, students need to think more critically about the media they encounter and that they are producing. Through filmmaking, students can link geographic theory and the real world, bridging the distance from readings/lectures/ discussions to the geography on the ground, making the abstract concrete. But constructing films also enhances students' understanding of the communications they consume and the communications they construct (films, television, podcasts, YouTube, etc.). In this article, a student and instructor discuss the making of short films or videos in geography classes and how it can enhance both geographic education and media literacy.

Key Words:

• media literacy
• filmmaking
• fieldwork
• visualization
• videography

Notes

1. Many campuses also have video cameras available for check-out through their libraries or communication or journalism departments. But a lot can be done with smartphones, including editing. There is free or low-cost editing software for editing your smartphone videos and there are online directions available such as “How to Shoot Great Video with Your Smartphone” on the Popular Mechanics Web site: http://www.popularmechanics.com/technology/how-to/tips/how-to-shoot-great-video-with-your-smartphone (accessed November 18, 2013).

2. Spectral geography can be defined as an examination of the essential spirit that inhabits a place and underlies its existence and character. Spectral geography seeks to illuminate “specific aspects of social life: aspects which appear to be not there, concealed yet important; aspects which seethe, acting on or meddling with present-day realities in a violent or disturbed manner; and finally, aspects that by seething, unsettle taken for granted realities. Haunting is not a value-neutral term: it highlights histories that cannot rest” (Shipley Coddington 2011, 747–748). See also, for example, Edensor 2008. The North 24th and Lake community is haunted by a history of late-1960s riots and of violence that lingers in the areatoday.

3. Jacob's film on North Omaha's Dreamland can be accessed at: https://vimeo.com/37317941 (accessed November 18, 2013). Part of Jacob's learning experience was tied to adequate microphones and sound quality—the sound is poor on his North Omaha video and they had to add closed-captioning. His second film done in a geography class was on the Nebraska Slow Food movement, https://vimeo.com/41111993 (accessed November 18, 2013).

4. We have also elaborated on statements and integrated material from Jacob's reflection paper on making the North 24th and Lake film.

5. Christina has students doing creative and/or service projects write short reflection papers in addition to their projects. While writing, students reflect on their learning and connect their own work with coursework.