Authority and Carnival: Preservice Teachers’ Media Literacy Education in a Time of Truth Decay

Ranschaert, Rachel

doi:10.1080/00131946.2020.1799219

Cited by 5 publications

(4 citation statements)

References 21 publications

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“…Bakhtin (1981) noted that "the process of distinguishing between one's own and another's discourse, between one's own and another's thought, is activated rather late in development" (p. 345). Like Ranschaert (2020) and Maddamsetti (2020), whose preservice teacher participants struggled to parse authoritative discourse, orchestrate their beliefs and the other voices they heard, and access internally persuasive discourse to drive action, participants in this study also experienced slow, nonlinear work over multiple years.…”

Section: Discussionmentioning

confidence: 99%

“…The lens of authoritative and internally persuasive discourse has been used to position teachers as agentic meaning-makers. In a study with social studies preservice teachers, Ranschaert (2020) investigated participants’ perceptions of media sources and politicians’ claims about media trustworthiness. The theoretical framework was used to interpret not only preservice teachers’ media literacy as consumers of authoritative discourse but also their complicated roles as producers of authoritative discourse in the classroom.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Lambert

Myers

Howard

et al. 2023

Journal of Literacy Research

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Novice teachers experience language about literacy instruction from a variety of sources. This longitudinal case study uses Bakhtin’s notions of authoritative and internally persuasive discourse to consider how four novice teachers negotiated messages regarding literacy instruction from the conclusion of preservice education through their first 2 years of teaching. Although the challenges of the initial years of teaching have been studied, limited attention has been given to the ways in which novice teachers negotiate and take up language about literacy instruction within their school contexts. Interviews and email journals were used as data sources. Findings reveal that novice teachers perceived authoritative discourse from curricula, programs and assessments, and instructional expectations of administrators or senior colleagues. Participants accessed internally persuasive literacy discourses through questioning, supplementing, and changing literacy programs they perceived as required by authorities. Implications for teacher educators, researchers, and school personnel are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Lambert

Myers

Howard

et al. 2023

Journal of Literacy Research

View full text Add to dashboard Cite

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“…The internet and social media make development and expression of the manner of evidential discernment urgent as long-established authoritative discourses’ standing as purveyors of truth weaken, often intentionally and for good reason. Grappling with effects of “truth decay” (Ranschaert, 2020, p. 51), educators plead for programs that support media literacy education and not just in teacher education: “information literacy must be taught and reinforced across disciplines at every level” (Anderson & Correa, 2020, p. 26).…”

Section: A Moral Framework: Dispositions Virtues and Mannersmentioning

confidence: 99%

Rethinking Dispositions in Teaching and Teacher Education: Virtue and the Manners of Democracy as a Way of Life

Bullough

2023

Journal of Teacher Education

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As long as there have been teachers, there has been an expectation that they be of good character and model virtue. The author describes developments in the thought about teacher dispositions and identifies specific shortcomings in the effort to define and assess them as part of teacher education program accreditation. Virtue ethics as an alternative conceptual possibility is considered but found wanting. Seeking to identify a moral framework capable of supporting education, including teacher education program development, he suggests focus on the “manners” of democracy that arise from an analysis of democracy as a distinctive way of life, an essential social and civic practice. Five manners are suggested: hospitality, attuned listening, voice, reflectivity, and evidential discernment. Each manner is briefly described and discussed.

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“…Teachers are tasked with preparing their students to engage with information and to make sense of the world around them (Masterman, 2005;Ranschaert, 2020). However, in the absence of national and state media literacy mandates and standards, districts and individual educators are free to decide to what extent, if at all, critical media literacy is specifically addressed (Korona, 2020;McNeill, 2021).…”

Section: Challenges For Educatorsmentioning

confidence: 99%

Keeping it real: integrating critical media literacy education in a U.S. public school

Robinson Sandler

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An informed and active citizenry underpins democratic life and society, and freedom of opinion and expression embedded in the consumption and creation of media are essential and fundamental human rights. However, the knowledge, skills, and attitudes needed to navigate within media systems and power structures-the work of critical media literacy-are not innate.Young people must be deliberately taught to become critically media literate in order to partake in productive civic engagement. This qualitative action research study sought to inform the justification for and thoughtfully planned integration of critical media literacy education into middle and high school subject area curricula. Participants in Cycle 1 research consisted of secondary level teachers and students who shared their experiences with media and media literacy competencies through surveys, focus groups, and interviews. Data collection and analysis led to Cycle 2 action steps, during which three high school teachers representing different subject areas co-created and field tested a simple, clear, and operational tool to incorporate critical media literacy education into their courses. Participants and collaborators provided essential feedback that assisted in the evaluation process, which included a thorough assessment of the critical media literacy education integration tool's practicality and functionality. The study concluded that critical media literacy education could be integrated into subject area courses through a system comprising a tool for simplifying, clarifying, and operationalizing critical media literacy, such as the Media Quick Takes, in conjunction with oneon-one coaching with a critical media education specialist. Implications for the organization included critical media literacy professional learning opportunities for educators led by a critical media specialist.

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Authority and Carnival: Preservice Teachers’ Media Literacy Education in a Time of Truth Decay

Cited by 5 publications

References 21 publications

Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Small Moves: New Teachers’ Perceptions of Authoritative Discourse

Rethinking Dispositions in Teaching and Teacher Education: Virtue and the Manners of Democracy as a Way of Life

Keeping it real: integrating critical media literacy education in a U.S. public school

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