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ABSTRACT TEACHING MEDIA LITERACY AS a PASTORAL SKILL for SEVENTH-DAY ADVENTIST SEMINARY STUDENTS by Stephen T. Yeagley Adviser

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ABSTRACT TEACHING MEDIA LITERACY AS a PASTORAL SKILL for SEVENTH-DAY ADVENTIST SEMINARY STUDENTS by Stephen T. Yeagley Adviser ABSTRACT TEACHING MEDIA LITERACY AS A PASTORAL SKILL FOR SEVENTH-DAY ADVENTIST SEMINARY STUDENTS by Stephen T. Yeagley Adviser: Steve Case ABSTRACT OF GRADUATE STUDENT RESEARCH Project Document Andrews University Seventh-day Adventist Theological Seminary Title: TEACHING MEDIA LITERACY AS A PASTORAL SKILL FOR SEVENTH-DAY ADVENTIST SEMINARY STUDENTS Name of researcher: Stephen T. Yeagley Name and degree of faculty adviser: Steve Case, PhD Date completed: March, 2015 Problem The statement of the Seventh-day Adventist church on Christian living cautions members against the damaging effects of popular media, yet the denomination offers few strategies for negotiating a pervasive media culture. Rapid developments in media technologies, converging with dramatic increases in media consumption among young people, have met with falling support for popular culture standards in Adventist homes. This widening gap between denominational standards and the changing media practices of youth and young adults has created challenges for parents and professionals seeking to address the growing influence of popular media. Method A two-credit academic course was designed and delivered at the Seventh-day Adventist Theological Seminary in spring of 2013 that sought to develop media literacy as a pastoral skill. Throughout the semester, 14 enrolled students were asked to reflect on the spiritual and professional value of the course activities through learning reflections and a focus group. Data was evaluated using a qualitative case study research methodology and enriched with a brief quantitative portrait of students’ media practices. Results The study revealed a group of seminary students who were involved with and dependent upon media in different ways, negotiating media culture with both caution and enthusiasm. Variously, throughout the course, students reported a greater awareness of the role of media in their lives. They also described an increased sense of personal agency and divine activity in their media practice, resulting in deeper discernment. Additionally, students felt that becoming conversant with young people about media could lead to fruitful ministry relationships, while engaging in media production gave them an appreciation for the potential that media tools could have in their ministries. Conclusions Based on the seminary students’ learning reflections, the course experience and its structured engagement with media did appear to have perceived spiritual and professional value, with transformational outcomes accruing for some participants. Consequently, further exploration of faith-based media literacy as a part of 21st century pastoral education is merited and recommended. Andrews University Seventh-day Adventist Theological Seminary TEACHING MEDIA LITERACY AS A PASTORAL SKILL FOR SEVENTH-DAY ADVENTIST SEMINARY STUDENTS A Project Document Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Ministry by Stephen T. Yeagley March, 2015 © Copyright by Stephen T. Yeagley 2015 All Rights Reserved TEACHING MEDIA LITERACY AS A PASTORAL SKILL FOR SEVENTH-DAY ADVENTIST SEMINARY STUDENTS A project document presented in partial fulfillment of the requirements for the degree Doctor of Ministry by Stephen T. Yeagley APPROVAL BY THE COMMITTEE: _______________________________ _______________________________ Adviser, Director, DMin Program Steve Case Skip Bell _______________________________ _______________________________ Dean, SDA Theological Seminary Jiří Moskala _______________________________ _______________________________ Date approved TABLE OF CONTENTS LIST OF ILLUSTRATIONS ....................................................................................... vii ACKNOWLEDGEMENTS ......................................................................................... viii Chapter 1. INTRODUCTION ........................................................................................... 1 Description of the Ministry Context .............................................................. 2 Statement of the Problem .............................................................................. 3 Statement of the Task .................................................................................... 4 Delimitations of the Project ........................................................................... 4 Description of the Project .............................................................................. 5 Theological Reflection ........................................................................... 5 Review of Literature ............................................................................... 6 Development of the Intervention ............................................................ 6 Structure of the Intervention .................................................................. 7 Research Methodology and Protocol ..................................................... 8 Definitions of Terms ...................................................................................... 8 Summary….. .................................................................................................. 11 2. A THEOLOGICAL FOUNDATION FOR ENGAGING MEDIA CULTURE ......................................................................................... 12 The Visual and Symbolic Context of the Gospel of John ............................. 13 The Loss of the Temple .......................................................................... 13 The Threat of the Empire ....................................................................... 17 From the First to the 21st Century ......................................................... 23 Textual Themes Related to a Johannine Theology of Viewing .................... 24 Identity—Seeing and Being ................................................................... 25 Desire—Coming and Seeing .................................................................. 26 Presence—Staying and Seeing ............................................................... 28 Mourning—Losing and Seeing Again ................................................... 30 Birth—Seeing and Believing ................................................................. 32 Power—Seeing and Saying .................................................................... 34 Agency—Sending and Seeing ................................................................ 36 iii Conclusion and Recommendations ............................................................... 37 3. LITERATURE RELATED TO FAITH-BASED MEDIA LITERACY ......... 39 Approaches to Media Literacy ...................................................................... 40 The Media Effects Lens—Content and Consumption ........................... 40 The Media Industries Lens—Ownership and Ideologies ....................... 44 The Media Practice Lens—Audiences and Rituals ................................ 46 The Media Production Lens—Tools and Stories ................................... 48 Areas of Consensus ................................................................................ 50 Faith-Based Approaches to Media Literacy .................................................. 52 The Cautionary Approach—Selective Censorship ................................ 52 The Worldview Approach—Thoughtful Critique .................................. 54 The Dialogical Approach—Interpretive Conversation .......................... 56 The Creative Approach—Spiritual Storytelling ..................................... 58 The Need for a Balanced Approach ....................................................... 60 Toward an Adventist Approach to Media Literacy ................................ 61 Conclusion and Recommendations ............................................................... 63 4. DESCRIPTION OF THE MEDIA LITERACY INTERVENTION ............... 65 Development of the Intervention ................................................................... 66 The Curricular Context for the Intervention........................................... 67 The Need for a Holistic Approach ......................................................... 70 The Media Practice Model ..................................................................... 70 Media Practice and Identity .................................................................... 72 Media Selection and Desire .................................................................... 73 Media Interaction and Presence ............................................................. 74 Media Application and Power ................................................................ 75 Media Practice and Transformation ....................................................... 76 Description of the Intervention ...................................................................... 77 Methodology, Structure, and Learning Outcomes ................................. 77 Phase One—Media Practices ................................................................. 79 Phase Two—Media Exegesis ................................................................. 80 Phase Three—Media Conversations ...................................................... 81 Phase Four—Media Production ............................................................. 83 Community of Practice Approach .......................................................... 84 Research Methodology and Protocol ............................................................. 85 Research Purpose, Design and
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