This volume shows how university and college professors can create an engaging environment that encourages students to take a deep approach to learning through the use of popular culture stories in law school and in criminal justice classrooms. The use of popular culture (films, TV shows, books, songs, etc.) can enhance the deep learning process by helping students develop cognitive skills, competencies, and practices that are essential for the professional practice of law and criminal justice and which are often neglected in traditional law school and criminal justice curricula.
The book covers such topics as:
- critical thinking skills in legal and criminal justice education
- the role of popular culture in educating for rapid cognition
- factors that foster intrinsic motivation
- using storytelling in law and criminal justice
- teaching with popular culture stories
- popular culture and media literacy in the classroom
- lawyers and criminal justice agents and their dealings with the press
- influence of popular culture stories in the legal and criminal justice fields
- regulations for the use of media texts in the legal and criminal justice fields
- how stereotyping is influenced by popular media
- how to prepare a promising syllabus or course outline
This unique book is the result of the author’s many years of teaching as well as of many meaningful discussions in seminars and teaching and learning workshops that he facilitated. This very easy-to-read and entertaining volume will show readers how to enhance their classes by creating a motivating and engaging environment that will foster students’ deep learning experiences.
Table of Contents
Part 1: Deep Learning 1. Introduction 2. Teaching for Deep Learning Part 2: Popular Culture 3. Popular Culture and Rapid Cognition 4. Motivation and Student Engagement 5. Academic Disciplines and Storytelling: Teaching Law with Popular Culture Stories 6. Popular Culture and Media Literacy in the Classroom 7. Metacognition Part 3: Teaching Through Popular Culture 8. From Vision to Analysis: Teaching a Course on Criminal Law through Popular Culture Stories 9. Conclusions
Julian Hermida, DCL, is Associate Professor at Algoma University’s Department of Law (Sault Ste. Marie, Ontario, Canada). He was also the Chair of Algoma University’s Teaching and Learning Committee for several years. Dr. Hermida has a very successful practice of more than 15 years of full-time teaching at all levels. Prior to joining Algoma, he taught at Dalhousie University (Halifax, NS, Canada), where he was recognized with an Award for Excellence for Teaching and Learning. Dr. Hermida has published extensively on a wide array of both teaching and learning and legal topics. Prior to working full time in academia, Dr. Hermida practiced law in New York, Montreal, and Buenos Aires.