Well folks, better late than never! I was taking my first PhD prelim exam during this weekend, so I appologize for being late in posting my question. So, here we go:
I totally agree with Ashley Falzetti when she says that videos can make the theoretical points more palatable. Barbeau also makes a point that YouTube can be interpreted in the same ways as a standard text. She argues that students need both the tangible page and hypermedia on the readings list: "solely reading and deconstructing scholarly articles (..., underprepares them (students) for their interactions outside of class and their future careers". However, she (Barbeau) take a step ahead emphasizing that "today's learners have become accustomed to multitasking as a way of life; emphasis on doing rather than knowing; greater familiarity with typing rather than handwriting; the importance of staying connected (...) and reliance on the web as the primary source of information. Grabbing a dictionary to look up the definition of a word or going to the library to check out a book for a research paper is laborious when Google is a few clicks away".
Then, my question is: what if we consider solely watching and deconstructing visual media in our pedagogical practices? Since all we need is availabe (?) a few clicks away, do we really need to save the 'tangible pages'? If yes, how can we do it in a engaging and useful way? Which risks we might face having an "imbalance" in either directions?