Deconstructing Media in the College Classroom: A Longitudinal Critical Media Literacy Intervention

Abstract

While many studies have addressed the impact of media literacy interventions on knowledge of specific topic areas, fewer have explored improvements in media literacy skills as outcome measures. This study analyzed the impact of a media literacy intervention on participants' critical thinking skills and understanding of media literacy principles by addressing the topics of body image and media representations of gender and race. A two-group, longitudinal experimental design was implemented using college-aged student participants across multiple introductory communication course sections (n = 198) at a public university in the southeast. Results were significant for several media literacy measures for the treatment group after exposure to the intervention compared to the control group. These findings were persistent over the duration of the semester as demonstrated in the second posttest.

EFL students’ participations and teachers’ roles in online discussion forum for critical media literacy learning

“…CML encompasses the role of practical online media in fostering meaningful media literacy as well as providing students with ample space to express their thoughts and perspectives (Currie & Kelly, 2021). Many academics describe media literacy education as a tool for strengthening students to comprehend and evaluate information, as well as to use critical thinking regarding media and technology as active members (Hobbs, 2011;Kellner & Share, 2005) to promote the growth of empowered and active citizenship (Bergstrom et al, 2018). Kellner and Share (2007) described media literacy as a comprehensive framework in which media literacy instruction includes critical thinking learning as well as learning how to use media and technology as tools for communication and social change.…”

Investigating Omani College Teachers’ Perspective on Critical Media Literacy

“…Their lack of ability to associate meaning from Representamen and Interpretant, and not being able to link them to CML reveals the fact that they could be helped further to practice the approach in critiquing media. However, the findings still show that those college teachers have demonstrated enhanced critical thinking as they showed an increased understanding of CML using the film as the tool to portray topics of gendered and racial media Arab World English Journal www.awej.org ISSN: 2229-9327 269 representations (Share & Mamikonyan, 2020;Bergstrom et al, 2018). Yet, not adopting CML holistically as a way of living and engaging with the world to understand, process, and critique any media information.…”

“…CML can contribute to the development of greater awareness of and sensitivity to the social and political injustices perpetrated by media texts based on gender, race, and other sociodemographic factors (Mouza, 2020;Torres & Mercado, 2006). Furthermore, this could shape the literates' values, beliefs, identities, and behavior (Bergstrom et al, 2018) and strengthen their cognitive capabilities for high-order thinking skills and critical engagement in today's heavily mediated society. Ferire (1974) also stressed the importance of actively assisting students in discovering/exploring a level of consciousness about themselves and the world while not pontificating their worldview.…”

“…A small amount of literature exists on CML in Higher Education, as its incorporation and assessment in college classrooms have received limited scholarly attention (Bergstrom et al, 2018). It is therefore understandable that there is a paucity of research documenting how teachers view or teach CML outside media and communication programs, especially in language classrooms (Deal, Flores & Sears, 2010).…”

“…Critical awareness of a range of media formats (Bergstrom, Flynn & Craig, 2018) is crucial to promote education, democratic self-expression, and social progress (Dominguez, 2019). The media is often a vehicle for the promotion of problematic 'ideologies' that may perpetuate social injustice, prejudice, and violence often portrayed via racism, sexism, and ethnocentrism (Marlatt, 2020;Kellner & Share, 2005).…”