Media Literacy

Application of Media Literacy and Cultural Studies in K-12 Social Studies Curricula

by Vincent Youngbauer

In 2009, the National Council for the Social Studies released a position statement calling for the implementation of... more In 2009, the National Council for the Social Studies released a position statement calling for the implementation of media literacy in social studies education.  NCSS argues that, if today’s students are to become engaged citizens as adults, they must acquire the skills and knowledge associated with media literacy.  Using this position statement as foundation, I developed a media literacy framework for use in the social studies classroom that applies prevailing theories on media and cultural studies. For consumers of media to engage in the practice of citizenship they need to acquire the tools needed to negotiate the waters of the many media texts that are produced.  For a consumer of media texts to negotiate the meaning and influence of those texts, that consumer must utilize a framework that applies approaches that are historical, empirical, interpretive, and critical.  As we shall see, these approaches are necessary if citizens are to engage effectively in a democracy that is flooded with such texts.

Published MEDIA LITERACY

by Semiu Bello

Critical Media Literacy: A Pedagogy for New Literacies and Urban Youth

by Jeff Share

Mohammed Choudhury and Jeff Share, "Critical Media Literacy: A Pedagogy for New Literacies and Urban Youth." Voices from the Middle, Volume 19, Number 4, May 2012 by the National Council of Teachers of English.

Using new literacies critically can be an excellent pedagogy for motivating and empowering students who feel alienated... more Using new literacies critically can be an excellent pedagogy for motivating and empowering students who feel alienated from their school and society.  This article describes how one middle school teacher engaged his inner-city English language learners with critical media literacy as a way of making their learning more meaningful and motivating.  The students interviewed and photographed community members, analyzed portrayals in the media of themselves and their neighborhood, and created their own alternative representations of their concerns and findings.  Not only did the students increase their self-esteem and sense of pride in their community, they also demonstrated substantial academic gains in their English language development.

LIGHTS! CAMERA! ACTION!: A GRAMMAR OF FILM FOR MEDIA LITERACY

by Carolyn Fortuna

Reducing Hostile Media Perceptions: Can News Media Literacy Reduce Perceptions of Bias?

by Hernando Rojas

Public service and the market: A case study of the BBC's Newsround website

by Cynthia Carter

Pre-teen girls and popular music.

by Sarah Baker

Sidebar in 'Media Literacies: A critical Introduction', eds. M. Hoechsmann and S. Poyntz, Wiley-Blackwell, 2012, pp. 60-62.

Pressure to be perfect: Influences on college students' body esteem

by Pavica Sheldon

Learning to be part of the knowledge economy: digital divides and media literacy

by Lyndsay Grant

Popular media, education, and resistance

by Michelle Stack

Stack, M., & Kelly, D. (2006). Popular media, education, and resistance. Canadian Journal of Education, 29 (1) 5 - 26

Media Literacy Education in Turkey: An Evaluation of Media Processes and Ethical Codes

by Halil Eksi

Cevat ELMA, Alper KESTEN, Abdullah N. DİCLE, Elif MERCAN UZUN
Educational Sciences: Theory & Practice
10 (3) • Summer 2010 • 1439-1458

The purpose of this study is to evaluate school principals’, teachers’, parents’, and students’ opinions, arising from... more The purpose of this study is to evaluate school principals’, teachers’, parents’, and students’ opinions, arising from participation in a pilot program which used a media literacy curriculum
in Turkey. The research population covers all seventh grade students who attended the media literacy course during the 2006-2007 academic year, in five pilot cities and their
teachers, principals, and families. A semi-structured one-on-one interview technique was used to collect data. In order to determine students’ opinions regarding media’s conformance
to ethical codes, five ethical codes were determined and the “Basic Ethical Codes
for Media to Follow Scale” was developed. The study results clearly show that principals,
teachers, and parents have serious concerns with the content and quality of national
publishing and broadcasting. Participants’ critiques generally concentrate on media’s corrupting social values for the sake of ratings and circulation, and they violate individuals’
rights and exaggerate in publishing and broadcasting. Students, especially from four of the pilot program cities, state that media has problems concerning processes and ethical codes, and it conforms to ethical codes sometimes or hardly-ever. The study results show that students’ opinions regarding media’s objectiveness, respect for individual rights, honesty,
congruence for responsible broadcasting, and strengthening social values in publishing
and broadcasting coincide with those of the principals, teachers, and parents.

Media Literacy: Entrevista com Thomas Bauer

by Raphael Tsavkko Garcia

com Danielle Mendes Thame Denny, Maria Helena Charro e Lidia Zuin

Crossing the Bridge: Literacy between School Education and Contemporary Cultures

by Damiano Felini

Published in: J. Flood – S. Brice Heath – D. Lapp (Eds.), Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, Erlbaum, New York-London 2008, pp. 19-26.

The article focuses on the concept of "literacy", from a pedagogical and media-educational point of view. At... more The article focuses on the concept of "literacy", from a pedagogical and media-educational point of view. At the beginning, it centers on the reasons for the gap between school and media cultures; then, it argues that the concept of literacy – in its most modern form, which include the idea of "multiliteracies" – is the cornerstone to link the media culture to school activities, that is the theories and practice of media education (or media literacy education).
In the second part, the article shows the goals of media literacy education (understanding, critical viewing, and produce media messages) and some possible connections between this area and other school's goals, as critical thinking, civic participation, and gender identity development, health, and aesthetic education.

De la lecture à la navigation: quelles compétences médiatiques?

by Pierre Fastrez

Keynot conference presented at the '2éme colloque Ecriture & Technologie', Nice, Sofia-Antipolis, April 6th, 2011

Quelles sont les compétences requises par l’activité de lecture avec les médias numériques ? Cette conférence tentera... more Quelles sont les compétences requises par l’activité de lecture avec les médias numériques ? Cette conférence tentera de répondre à cette question, en la replaçant dans le contexte plus large d’un programme de recherche en cours dans le domaine de l’éducation aux médias, concernant la définition du concept de littératie médiatique en termes de compétences, et son opérationnalisation en termes d’activités pédagogiques visant leur développement et d’outils d’évaluation des niveaux de compétence des individus contemporains.
Nous nous appuierons sur une structuration du concept de littératie médiatique en quatre domaines de compétence (écrire, lire, naviguer, organiser) et trois dimensions (informationnelle, technique, sociale). Le croisement de ces domaines et dimensions génère une matrice à douze cellules, permettant de préciser un ensemble de catégories de compétences médiatiques.

En nous centrant sur deux des quatre domaines de compétence précités (lire et naviguer), nous explorerons les spécificités de la lecture à l’ère des nouveaux médias. Dans un premier temps, nous développerons une conception de la lecture comme une activité impliquant une variété de registres sémiotiques, et une diversité de dimensions (du traitement sémantique de l’information à la compréhension des implications relationnelles des discours, aux propriétés expressives les langages, etc.).

Dans un second temps, nous envisagerons les conséquences de l’hybridation entre lecture et navigation dans les médias numériques. Nous montrerons comment la lecture-navigation couple aux exigences de traitement de l’information et de construction du sens celles de maîtrise du dispositif technique. L’interaction avec ce dernier, de par ses propriétés techno-sémiotiques, mobilise des aptitudes différentes de celles requises par la lecture sur papier, au nombre desquelles les aptitudes visuo-spatiales. Cette interaction inclut l’exploration dynamique d’ensembles de données à l’aide d’outils de visualisation graphique.

Nous conclurons en soulignant les exigences que le modèle de la lecture présenté pose en termes de compétences d’intégration et de synthèse à travers les modalités sémiotiques et interactionnelles proposées par les supports de lecture.

Take the red pill: building a matrix of literacies

by Tara Brabazon

The Journal of Media Literacy Education, Vol. 2, No. 3, February 2011

The same old hocus pocus: Pedagogies of gender and sexuality in Shrek 2.

by Özlem Sensoy

Marshall, E. & Sensoy, Ö. (2009). The same old hocus pocus: Pedagogies of gender and sexuality in Shrek 2.  Discourse: Studies in the Cultural Politics of Education, 30(2), 151-164.

The Shrek films are a popular worldwide and economic success. Drawing on an analysis of the film as well as responses... more The Shrek films are a popular worldwide and economic success. Drawing on an analysis of the film as well as responses from undergraduate students enrolled in a children’s literature course, we analyze Shrek 2 as a teaching machine in which normative discourses of gender and sexuality circulate under the guise of ‘girl power’. We argue that while Shrek 2 purports to offer viewers a more progressive curriculum about girlhood in relationship to other media texts such as Disney, it ultimately reifies heterosexual white femininity as the norm.

Keywords: children’s film; critical media education; girlhood; feminist analysis

The Development of TV Viewing

by Katherine G. Hanson

Reflections on Global Developments in Media Literacy Education: Bridging Theory and Practice

by Damiano Felini

Co-authored with R. Hobbs and G. Cappello.
Published in "Journal of Media Literacy Education", vol. 3 (2011), n. 2, pp. 66-73.

The field of media literacy education is maturing, as evidenced by the quality of presentations of research and... more The field of media literacy education is maturing, as evidenced by the quality of presentations of research and practice shared at the 2010 World Summit on Children and Media in Karlstad. In this article, we offer our reflections on the opportunities and challenges faced by media literacy educators as we build our global community network, develop a shared theoretical framework that transcends culture and nationality, and return to consider foundational questions about the relationship between power and agency as new visions of digital literacy emerge as educators and creative media professionals explore the new capacities and limitations of the Internet and social media.

Filmanalyse und Medienkulturkompetenz. Zum sprach- und mediendidaktischen Potenzial audiovisueller Texte

by Michael Staiger

in: Jan Georg Schneider/Hartmut Stöckl (Hrsg.): Medientheorien und Multimodalität. Ein TV-Werbespot – Sieben methodische Beschreibungsansätze. Köln: Herbert von Halem, S. 44-68

(2010) ‘Media Literacy and Communication Rights: Ethical Individualism In The New Media Environment’

by Brian O'Neill

International Communications Gazette, Vol. 72(4–5): 323–338

The dominant discourse of media literacy policy espouses an ethical individualism within the digital media environment... more The dominant discourse of media literacy policy espouses an ethical individualism within the digital media environment in which the source of moral values and principles, and the basis of ethical evaluation, is the individual. In this perspective, even vulnerable citizens such as children and young people, who tend to be in the vanguard of new media adoption, are required to negotiate the risks and opportunities of the online world with diminishing degrees of institutional support from trusted information sources. Noticeably absent from this discourse is any consideration of the notion of communication rights. Examining an alternative conceptualization of media literacy identifies it as a fundamental human right as important as other forms of literacy. Examining some of the ethical challenges that citizens now face in the digital world, the article argues that a rights-based framework is required to address the challenges posed for media literacy education.

Keywords / children and new media / children’s rights / communication rights / ethical individualism / internet safety / media literacy / media policy