Critical Media Literacy in Teacher Education, Theory, and Practice

Abstract

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.

International perspectives on media disinformation: Critical media literacy as antiracist pedagogy

“…Within the field of teacher education, we agree with Share et al. (2019) that institutions preparing new teachers “must be up to date, not just with the latest technology, but more importantly, with… (CML) theory and pedagogy in order to prepare teachers and students to think and act critically with and about media and technology” (p. 3).…”

“…Thus, to play their role in de-imperialization, educators must first understand their complicity as perpetrators of these derogatory views as well as victims affected by systemic imperialist syndrome. Within the field of teacher education, we agree with Share et al (2019) that institutions preparing new teachers "must be up to date, not just with the latest technology, but more importantly, with… (CML) theory and pedagogy in order to prepare teachers and students to think and act critically with and about media and technology" (p. 3).…”

Self-perception evolution among university student TikTok users: evidence from China

“…Students at universities with greater media literacy education get more instruction in scientific perspectives on complicated information, as well as more education on media literacy ( Hobbs and Jensen, 2009 ; Share et al, 2019 ). They would be more competent with critical media literacy in the areas of information screening, information analysis, information utilization, and other elements ( Alvermann and Hagood, 2000 ).…”

Social media use of prospective teachers in the post-truth era: Confirmation, trust, critical thinking tendency

“…However, considering the integration of media literacy dating back to the 1980s with formal education in Australia, England, and Canada, it is stated that the development process is not rapid. (Share, Mamikonyan & Lopez, 2019). In Turkey, in 2006, the implementation of "Primary School Education Elective Media Literacy Curriculum" was adopted (The Radio and Television Supreme Council [RTÜK], 2016).…”