scholarly journals Does Pocahontas Count? Sites of Engaged Process for Critical Literacy

2018 ◽  
Vol 10 (2) ◽  
pp. 29-50
Author(s):  
Chelsey Hauge
Keyword(s):  
Civic Engagement ◽  
Production Process ◽  
Critical Literacy ◽  
Media Literacy ◽  
Digital Literacy ◽  
Social Issues ◽  
Critical Media Literacy ◽  
Final Project ◽  
Critical Media ◽  
The Rich

This paper details my involvement as director of a media literacy program that brought together American And Nicaraguan youth to produce media about social issues. Grounded in civic engagement, youth leadership and media literacy, the program provided youth with media equipment and a series of workshops on digital literacy. Youth decided for their final project to re-create the colonial narrative Pocahontas. To me, this signaled a failure of critical media literacy programming to guide young people to tell critical stories. On further examination, I came to relate to this occurrence in a deeper way, wondering how they came to tell this story and discovering something rich and creative underneath the final product. In this paper, I explore the production process for this video, pushing at the boundaries of what constitutes both media literacy and civic engagement, and asking questions about how we understand what constitutes critical media literacy. Instead, I propose that when we focus on the product as what evidences critical literacy or civic engagement, we lose sight of the method. In this case, method was the home of powerful processes of literacy engagement around issues of class and race that were obscured by the use of the colonial narrative. This paper explores this tension, in order to both examine the challenges around producing a final product inextricably tied to colonial patterns of gender inequality and to give voice to the rich practices of critical literacy that the production process initiated.

Seeking Justice in Your Own Backyard

2022 ◽  
pp. 40-63
Author(s):  
Lauren G. McClanahan
Keyword(s):  
High School Students ◽  
Critical Literacy ◽  
Media Literacy ◽  
Public Service Announcements ◽  
School Students ◽  
Critical Media Literacy ◽  
Student Work ◽  
Critical Media ◽  
Student Reflections ◽  
Summer Workshop

This chapter analyzes a summer workshop that invited middle and high school students to create digital public service announcements (PSAs) about a social justice topic of their choice. In this chapter, the author investigates the concepts of media literacy, critical literacy, and critical media literacy, then describes in detail the two-week workshop, ending with examples of student work as well as student reflections and instructor recommendations for future workshops. Detailed lesson plans are included to encourage teachers to replicate this workshop in their own classrooms as part of a unit on critical media literacy.

Engaging Urban Youth in Critical Media Literacy

2016 ◽  
pp. 148-169 ◽  
Author(s):  
Hyesun Cho ◽  
Randy Gomabon
Keyword(s):  
High School ◽  
Media Literacy ◽  
Urban Youth ◽  
Social Issues ◽  
Electronic Portfolios ◽  
Public Service Announcement ◽  
Critical Media Literacy ◽  
Social Actions ◽  
Critical Media ◽  
High School Classroom

This chapter describes how urban youth engaged in critical media literacy in the high school classroom by creating public service announcement (PSA) videos. The study delineates the process in which critical media literacy was implemented into diverse urban high school classrooms in Hawaii over a period of three years. The process included (1) acquiring technological and linguistic skills; (2) critically analyzing media texts; and (3) producing media on social issues. The data were collected from students' reflection journals, interviews with students and teachers, students' electronic portfolios, and participant observations by the researchers/teachers. Students expressed their voice toward positive social actions by producing PSAs on a range of social issues, such as poverty and discrimination. Building on multiliteracies and critical media literacy, this chapter argues for the importance of critical media literacy pedagogy that is deliberate to make curricular space for students' reflections and examinations of social issues.

Engaging Urban Youth in Critical Media Literacy

2018 ◽  
pp. 1100-1116
Author(s):  
Hyesun Cho ◽  
Randy Gomabon
Keyword(s):  
High School ◽  
Media Literacy ◽  
Urban Youth ◽  
Social Issues ◽  
Electronic Portfolios ◽  
Public Service Announcement ◽  
Critical Media Literacy ◽  
Social Actions ◽  
Critical Media ◽  
High School Classroom

This chapter describes how urban youth engaged in critical media literacy in the high school classroom by creating public service announcement (PSA) videos. The study delineates the process in which critical media literacy was implemented into diverse urban high school classrooms in Hawaii over a period of three years. The process included (1) acquiring technological and linguistic skills; (2) critically analyzing media texts; and (3) producing media on social issues. The data were collected from students' reflection journals, interviews with students and teachers, students' electronic portfolios, and participant observations by the researchers/teachers. Students expressed their voice toward positive social actions by producing PSAs on a range of social issues, such as poverty and discrimination. Building on multiliteracies and critical media literacy, this chapter argues for the importance of critical media literacy pedagogy that is deliberate to make curricular space for students' reflections and examinations of social issues.

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.

scholarly journals Internet users’ utopian/dystopian imaginaries of society in the digital age: Theorizing critical digital literacy and civic engagement

2021 ◽  
pp. 146144482110186
Author(s):  
Gianfranco Polizzi
Keyword(s):  
Civic Engagement ◽  
Media Literacy ◽  
Digital Literacy ◽  
Digital Age ◽  
The Internet ◽  
Online Engagement ◽  
Internet Users ◽  
Utopian Studies ◽  
Utopian Thinking ◽  
Literacy Research

This article proposes a theoretical framework for how critical digital literacy, conceptualized as incorporating Internet users’ utopian/dystopian imaginaries of society in the digital age, facilitates civic engagement. To do so, after reviewing media literacy research, it draws on utopian studies and political theory to frame utopian thinking as relying dialectically on utopianism and dystopianism. Conceptualizing critical digital literacy as incorporating utopianism/dystopianism prescribes that constructing and deploying an understanding of the Internet’s civic potentials and limitations is crucial to pursuing civic opportunities. The framework proposed, which has implications for media literacy research and practice, allows us to (1) disentangle users’ imaginaries of civic life from their imaginaries of the Internet, (2) resist the collapse of critical digital literacy into civic engagement that is understood as inherently progressive, and (3) problematize polarizing conclusions about users’ interpretations of the Internet as either crucial or detrimental to their online engagement.

scholarly journals Iranian Feminist Activists and Critical Media Literacy

2018 ◽  
Vol 9 (6) ◽  
pp. 45-58
Author(s):  
Kobra Mohammadpour Kachalmi ◽  
Lee Yok Fee
Keyword(s):  
Media Literacy ◽  
Critical Analysis ◽  
Qualitative Interviews ◽  
Gender Ideology ◽  
Critical Media Literacy ◽  
Dominant Ideologies ◽  
Critical Media ◽  
Core Concepts ◽  
Literacy Framework ◽  
Definition Of

Abstract Considering the exponential growth of technology and media in Iranian society as well as the significant role of media culture in reproducing, reinforcing, and legitimizing dominant ideologies such as sexism, the central question posed by this paper is how Iranian feminist activists critically analyze media messages. Further, this paper explores the extent to which this analysis fits the critical media literacy framework. Using a critical media literacy framework underpinned by feminist standpoint theory, this paper presents results from qualitative interviews with 15 Iranian feminist activists. We find that Iranian feminist activists focus more on politics of representation and critique of gender ideology in the critical analysis of media products. Thus, critical analysis of media by Iranian feminist activists better fits the definition of critical media literacy than its core concepts. The findings also demonstrate that a transformative dimension of critical media literacy is ignored by the feminist activists despite using media in the struggle against dominant gender ideology.

Kritička medijska pismenost i komunikacijska kompetencija sudionika deliberacije

2016 ◽  
pp. 49-68
Author(s):  
Zlatan Mujak
Keyword(s):  
Critical Discourse Analysis ◽  
Media Literacy ◽  
Analytical Framework ◽  
New Labour ◽  
Labour Law ◽  
Critical Media Literacy ◽  
Validity Claims ◽  
Critical Media ◽  
Universal Pragmatics ◽  
The Republic

The study represents an attempt of converging the elements of critical media literacy with the Habermasian theory of communicative competence. Universal pragmatics (validity claims) is being used as a theoretical base for the development of an analytical framework of critical media literacy, and the method is being empirically and experimentally tested through critical discourse analysis of the theme of the new Labour Law adoption in the Federation of Bosnia and Herzegovina and the Republic of Srpska. The analysis includes 32 media texts on the Klix, Buka and N1 news portals. Positive and negative claims about the adoption of the new Labour Law are being tested for comprehensibility, truth, sincerity and legitimacy.

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