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Abstract
While there is good reason to be suspicious of the enthusiastic rush to integrate technology into the classroom, we in the humanities should embrace the opportunity it presents for media literacy and critical cultural inquiry. The mass media saturate our daily lives and circumscribe the cultural environment of our era. Media literacy initiatives under such conditions must go beyond "reading" the media and encourage practice-based reclaiming of the powerful communication technologies they employ. Significant hurdles which prevent the integration of practice-based work in the humanities classroom need to be articulated and addressed.
Introduction ...