SCREEN-L Archives

August 2001, Week 2


Options: Use Monospaced Font
Show Text Part by Default
Condense Mail Headers

Message: [<< First] [< Prev] [Next >] [Last >>]
Topic: [<< First] [< Prev] [Next >] [Last >>]
Author: [<< First] [< Prev] [Next >] [Last >>]

Print Reply
Film and TV Studies Discussion List <[log in to unmask]>
Tue, 14 Aug 2001 08:37:12 -0400
Film and TV Studies Discussion List <[log in to unmask]>
text/plain; charset="Windows-1252"
Tamara Hawkins <[log in to unmask]>
text/plain (79 lines)
apologies for any cross postings...

SIMILE Volume 1 Issue  3 August 2001 is now available at

Announcing the third issue(see table of contents and abstracts below) of
Studies in Media & Information Literacy Education (SIMILE), a new e-journal
published by the University of Toronto Press. The journal, which is
currently available for free, is intended to be an electronic meeting place
for anyone and everyone interested in the broad subject of media literacy.

The journal will be published four times per year, in February, May, August,
and November. Each issue will contain three or four full-length refereed
articles from scholars approaching media literacy from a wide variety of
perspectives. There will also be comments about these articles (more about
this feature below). Special care will be taken to include viewpoints from
outside North America.

SIMILE hopes to bring together scholars and educators at all levels from the
research university to the grade school to the community college and
everything in between. The submission of theoretically-based work that has
been tested and applied in the field-the kind of work that demands
collaboration between university-based researchers and, for example, high
school teachers-is strongly encouraged.

SIMILE Volume 1 Issue 3 August 2001

Vincent E. Faherty
Is the mouse sensitive? A study of race, gender, and social vulnerability in
Disney animated films

This study is a quantitative content analysis of characters appearing in the
19 most successful and most recent Disney animated movies. The focus is on
the variables of diversity (including gender, race/ethnicity, and age),
assigned roles within the films, and social vulnerability, defined as any
life situation or condition that makes one susceptible to being hurt or
disadvantaged in some manner, either physically, emotionally, or
economically. Results are mixed. There are several positive outcomes for
which the Disney Corporation should be applauded, but there are also a
number of serious lapses.

Lori Widzinski
The evolution of media librarianship: A tangled history of change and

In the past 75 years, media librarians have witnessed and dealt with a
steady and often bewildering progression of new media forms and formats, as
well as a rapidly expanding content universe. Media collections and services
in libraries have therefore evolved at a rapid pace. Media librarianship has
undergone a significant transformation, buffeted by changing perceptions of
the field, changing expectations, new roles, and new demands. As a framework
for looking toward the future of the profession, this article provides an
overview of the birth and evolution of media librarianship in the United
States, including a snapshot of the current state of the profession, the
organization and staffing of media operations, and professional training for
media librarianship.

Anjali Pandey
“Scatterbrained apes” and “mangy fools”: Lexicalizations of ideology in
children’s animated movies

Linguistic evidence from popular children’s animated movies demonstrates
that there is a consistent attempt in these movies to present non-standard
varieties of English as isomorphous with lower cultural and socio-economic
status. Constraints on lexical choice in children’s movies reflect and
sustain prejudice towards various dialects of English. Data is analyzed
within the socio-cognitive discourse framework proposed by van Dijk (1984,
1988) and is grounded in the linguistic frameworks of power and ideology
proposed by theorists in the area of critical linguistics such as Fairclough
(1989), Kress (1982, 1985), Sykes (1985), and Thompson (1984).

Online resources for film/TV studies may be found at ScreenSite