scholarly journals Designing a Virtual Learning Environment for Critical Media Literacy Education

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Ali Soken
Keyword(s):  
Learning Environment ◽  
Media Literacy ◽  
Virtual Learning ◽  
Literacy Education ◽  
Virtual Learning Environment ◽  
Critical Media Literacy ◽  
Media Literacy Education ◽  
Critical Media

Critical Media Literacy in Global Disquiet Times

2019 ◽  
Vol 1 (2) ◽  
pp. 137-152
Author(s):  
Ana Cruz ◽  
Joachim Dorsch
Keyword(s):  
Media Literacy ◽  
Literacy Education ◽  
Critical Media Literacy ◽  
Fernando Pessoa ◽  
Entry Level ◽  
Media Literacy Education ◽  
Alternative Facts ◽  
Critical Media ◽  
Inner World ◽  
Networked Society

In this ‘post-truth’ era with instantly spreading fake news and alternative facts, intentional production of ignorance and manufactured disinformation, the rapid erosion of digital privacy, coupled with a retreat of individuals to a life in cyberspace, the need for a critical media literacy education is more urgent than ever. Being oblivious regarding these threats to the digitally networked society is not an option since the future of humankind and the survival of a viable democracy are at stake. Revamping the curriculum to include a core course on critical media literacy at the college entry-level will constitute an important step in combatting these threats and supporting a democratic society. The current historical juncture is a time of disquiet, as espoused by Fernando Pessoa (1888–1935), of restlessness and uncertainty everywhere. Critical media literacy remains the only hope in order to develop an understanding of what is happening in the rapidly changing and evolving digitally networked society. It is through a robust critical media literacy education that we will be able to learn how media is transforming not only our social world but our inner world as well.

scholarly journals Teaching Media Literacy to ESL and EFL Students in the Age of COVID-19

2020 ◽  
Vol 30 (1) ◽  
Author(s):  
Joshua Gaston
Keyword(s):  
Media Literacy ◽  
English Language ◽  
Language Skills ◽  
Virtual Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Efl Teachers ◽  
Efl Students ◽  
English Language Skills

Media literacy education is a field that is fraught with disagreement over definitions, approaches, principles, and purposes, but teaching media literacy is arguably needed now more than ever before, especially for ESL and EFL students. From the research available, it appears as though many ESL and EFL students are not taught media literacy in their home countries. Additionally, much of the research that does exist in regards to teaching media literacy to ESL and EFL students focuses on forms of media that are no longer relevant to most learners. Since ESL and EFL teachers support the development of their students’ English-language skills, it is justifiable that at least some of the responsibility of media literacy education should fall on their shoulders. The widespread transition to virtual learning as a result of COVID-19 presents a unique opportunity for ESL and EFL teachers to teach media literacy to their students. However, because this period also presents numerous challenges to the public’s collective media literacy skills, it is imperative that teachers integrate media literacy education into their pedagogy. Keywords: media literacy, ESL, EFL, COVID-19

scholarly journals Critical media literacy through making media: A key to participation for young migrants?

2018 ◽  
Vol 43 (3) ◽  
pp. 427-450 ◽  
Author(s):  
Koen Leurs ◽  
Ena Omerović ◽  
Hemmo Bruinenberg ◽  
Sanne Sprenger
Keyword(s):  
Media Literacy ◽  
Literacy Education ◽  
Visual Media ◽  
Media Representations ◽  
Politics Of Representation ◽  
Ethnographic Film ◽  
Media Literacy Education ◽  
Critical Media ◽  
Field Notes ◽  
Ethnographic Data

Abstract Young migrants – particularly refugees – are commonly the object of stereotypical visual media representations and often have no choice but to position themselves in response to them. This article explores whether making young migrants aware of the politics of representation through media literacy education contributes to strengthening their participation and resilience. We reflect on a media literacy program developed with teachers and 100 students at a Dutch “International Transition Classes” school. The educational program focuses on visual media production using smartphones, raising critical consciousness and promoting civic engagement. Ethnographic data analyzed include field notes, a focus group with teachers, in-depth and informal interviews, student-produced footage, and a 10-minute ethnographic film. In our increasingly polarized mediatized world, better recognition of how the needs of certain young people diverge depending on how they are situated in racialized, gendered, and classed structures of power is needed to work towards inclusive media literacy education.

scholarly journals Teaching the Black Power Movement, the Genre of Documentary Film and Critical Media Literacy

2020 ◽  
Author(s):  
Viola Huang
Keyword(s):  
Media Literacy ◽  
Black Power ◽  
Literacy Education ◽  
Black Power Movement ◽  
Media Literacy Education ◽  
The Us ◽  
Critical Media ◽  
The Media ◽  
The University

In an age of digitalization and information overflow, it is of particular importance to offer students strategies to read and navigate the world they live in. The Information and Media Literacy project at the University of Passau intends to enable future teachers to become literate in the digital age by empowering pre-service teachers to collect, sort, critically evaluate, and subsequently produce and distribute information. Additionally, the awareness of and the reflection on the role of the media is just as essential, and thus, media-literacy education is a crucial part in this endeavor. This article discusses what information and media-literacy education can look like in practice. In one of our interdisciplinary and co-taught seminars, we investigated how documentaries can shape the perception of history by looking at the Black Power Movement in the US.

New Media Literacy in 3-D Virtual Learning Environments

2009 ◽  
pp. 257-269 ◽  
Author(s):  
Yufeng Qian
Keyword(s):  
New Media ◽  
Learning Environments ◽  
Media Literacy ◽  
Virtual Learning ◽  
The United States ◽  
Literacy Education ◽  
Literacy Skills ◽  
Virtual Learning Environments ◽  
Media Literacy Education ◽  
Learning Programs

This chapter reviews the use of 3-D virtual learning environments in kindergarten through secondary education in the United States. This emerging new learning environment poses new challenges to learners and requires broader spectrum of media literacy skills. By examining exemplary 3-D virtual learning programs and current state of media literacy education, this chapter reconceptualizes media literacy as integrated learning skills required in the emerging learning environments and identifies new directions to media literacy education to better prepare students to be competent learners and citizens in the digital age.

Keeping Media Literacy Critical during the Post-Truth Crisis over Fake News

2019 ◽  
Vol 1 (1) ◽  
pp. 51-65 ◽  
Author(s):  
Julie Frechette
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Literacy Education ◽  
High Tech ◽  
Economic Interests ◽  
Media Literacy Education ◽  
Digital World ◽  
Critical Media ◽  
Filter Bubbles ◽  
Information Brokers

As citizens demand more media literacy education in schools, the criticality of media literacy must be advanced in meaningful and comprehensive ways that enable students to successfully access, analyze, evaluate and produce media ethically and effectively across diverse platforms and channels. Institutional analysis in the digital age means understanding who controls the architecture(s) of digital technology, and how they use it. Big data, high tech, and rich transnational global media all need to be carefully studied and held accountable. “Panopticonic” practices such as surveillance, geolocation, data mining, and niche microtargeting need to be studied as information brokers reap huge profits by amalgamating and selling off the data that internet and social media users unwittingly but willingly provide to companies. In light of the growing evidence that online-only networks create filter bubbles and polarization, people will need to interact and mobilize in offline real world spaces. Critical media literacy education must explore how human interactivity is undergoing tectonic shifts as powerful ideological and economic interests work to alter our digital media ecology. Such an approach will allow us to better leverage our public interest goals through a media landscape that preserves the multidirectional, participatory, global, networkable aspects of the digital world.

Teacher Education: The Next Needed Step in Critical Media Literacy Education

2019 ◽  
Vol 1 (2) ◽  
pp. 153-172
Author(s):  
Allison Butler
Keyword(s):  
United States ◽  
Teacher Education ◽  
Media Literacy ◽  
Lesson Planning ◽  
The United States ◽  
Literacy Education ◽  
Critical Media Literacy ◽  
Starting Point ◽  
Teachers And Students ◽  
Critical Media

This article, part of a larger project, argues that critical media literacy is needed in teacher education. For critical media literacy to be sustainable, it needs a more structured starting point. The argument of this piece is that the starting point should be in teacher education. Tracing the state of media literacy and discussing the ‘critical’ of critical media literacy, this essay highlights that teacher training in critical media literacy will help propel the work of critical media literacy in the United States, will strengthen education and make it more relevant for teachers and students, and will make the work of inclusion of media literacy part of, not an addition to, teachers’ curriculum development and lesson planning.

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