Popular culture and critical media literacy in adult education: Theory and practice

2007 ◽  
Vol 2007 (115) ◽  
pp. 5-13 ◽  
Author(s):  
Elizabeth J. Tisdell
Keyword(s):  
Popular Culture ◽  
Adult Education ◽  
Media Literacy ◽  
Theory And Practice ◽  
Critical Media Literacy ◽  
Education Theory ◽  
Critical Media

Critical Media Literacy in Teacher Education, Theory, and Practice

2019 ◽  
Author(s):  
Jeff Share ◽  
Tatevik Mamikonyan ◽  
Eduardo Lopez
Keyword(s):  
Public Schools ◽  
Media Literacy ◽  
Social Transformation ◽  
Theory And Practice ◽  
Media Education ◽  
Critical Education ◽  
Critical Media Literacy ◽  
Critical Media ◽  
K 12 ◽  
Media And Technology

Democracy in the digital networked age of “fake news” and “alternative facts” requires new literacy skills and critical awareness to read, write, and use media and technology to empower civic participation and social transformation. Unfortunately, not many educators have been prepared to teach students how to think critically with and about the media and technology that engulf us. Across the globe there is a growing movement to develop media and information literacy curriculum (UNESCO) and train teachers in media education (e-Media Education Lab), but these attempts are limited and in danger of co-optation by the faster growing, better financed, and less critical education and information technology corporations. It is essential to develop a critical response to the new information communication technologies that are embedded in all aspects of society. The possibilities and limitations are vast for teaching educators to enter K-12 classrooms and teach their students to use various media, critically question all types of texts, challenge problematic representations, and create alternative messages. Through applying a critical media literacy framework that has evolved from cultural studies and critical pedagogy, students at all grade levels can learn to critically analyze the messages and create their own alternative media. The voices of teachers engaging in this work can provide pragmatic insight into the potential and challenges of putting the theory into practice in K-12 public schools.

Teaching Critical Media Literacy Using Popular Culture Texts

2018 ◽  
pp. 1-21
Author(s):  
Donna E. Alvermann ◽  
Jennifer S. Moon ◽  
Margaret C. Hagood
Keyword(s):  
Popular Culture ◽  
Media Literacy ◽  
Critical Media Literacy ◽  
Critical Media

“Just a Stupid Carrot Farm, Dumb Bunny”

2021 ◽  
pp. 69-92
Author(s):  
Jill Bindewald
Keyword(s):  
Content Analysis ◽  
Popular Culture ◽  
Media Literacy ◽  
Qualitative Content Analysis ◽  
Urban Violence ◽  
Critical Inquiry ◽  
Rural People ◽  
Critical Media Literacy ◽  
Critical Media ◽  
Definition Of

This qualitative content analysis takes a critical media literacy approach to analyze and evaluate representations of rural people and places in the movie Zootopia. The chapter begins with a definition of critical media literacy and discussion of representations of rural people and places in popular culture. Next, the author analyzes and evaluates the themes that emerged throughout the critical inquiry. Zootopia conveys the following themes: a lack of opportunity through narratives of outmigration, romantic notions of rurality, exaggerations of urban violence, and portrayals of farming as the lowest status profession. The researcher provides a pedological tool for critiquing the film through reflection and action for teachers' use with students called BAAM.

Building a “Bridge” Between Theory and Practice

2021 ◽  
pp. 653-666
Author(s):  
Loren Saxton Coleman
Keyword(s):  
Media Literacy ◽  
Participatory Democracy ◽  
Theory And Practice ◽  
Case Study Method ◽  
Critical Media Literacy ◽  
Pedagogical Tool ◽  
Critical Media ◽  
Media Texts ◽  
Literacy Pedagogy

This chapter explores critical media literacy pedagogy. Using case study method, the author argues that The Washington Informer's, “Bridge” publication can be used as a practical pedagogical tool to teach students how to analyze and deconstruct media texts, and simultaneously inform students on how to produce alternative, counter-hegemonic media texts. This approach is consistent with literature on critical media literacy that calls for engaged and empowering pedagogy to encourage students to think critically about their roles in creating and maintaining a radical and participatory democracy.

Building a “Bridge” Between Theory and Practice

2018 ◽  
pp. 222-235
Author(s):  
Loren Saxton Coleman
Keyword(s):  
Media Literacy ◽  
Participatory Democracy ◽  
Theory And Practice ◽  
Case Study Method ◽  
Critical Media Literacy ◽  
Pedagogical Tool ◽  
Critical Media ◽  
Media Texts ◽  
Literacy Pedagogy

This chapter explores critical media literacy pedagogy. Using case study method, the author argues that The Washington Informer's, “Bridge” publication can be used as a practical pedagogical tool to teach students how to analyze and deconstruct media texts, and simultaneously inform students on how to produce alternative, counter-hegemonic media texts. This approach is consistent with literature on critical media literacy that calls for engaged and empowering pedagogy to encourage students to think critically about their roles in creating and maintaining a radical and participatory democracy.

scholarly journals A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

Philosophies ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Cary Campbell ◽  
Nataša Lacković ◽  
Alin Olteanu
Keyword(s):  
Media Literacy ◽  
Meaning Making ◽  
Environmental Literacy ◽  
Literacy Studies ◽  
Critical Media Literacy ◽  
Semiotic Approach ◽  
Sustainability Literacy ◽  
Critical Media ◽  
Definition Of ◽  
Integrated Sustainability

This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a construal of literacy can be observed in recent scholarship on embodied cognition, education, media and bio/eco-semiotics. By (1) construing the environment as semiosic (Umwelt), and (2) replacing the notion of text with model, we develop a theory of literacy that understands learning as embodied/environmental in/across any mediality. As such, digital and multimedia learning are deemed to rest on environmental and embodied affordances. The notions of semiotic resources and affordances are also defined from these perspectives. We propose that a biosemiotics-informed approach to literacy, connecting both eco- and critical-media literacy, accompanies a much broader scope of meaning-making than has been the case in literacy studies so far.

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