Empowering Students Through Critical Media Literacy: This Means War

Rodesiler, Luke

doi:10.1080/00098650903505464

Cited by 13 publications

(13 citation statements)

References 2 publications

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“…Media literacy is generally defined as the ability to understand, analyze, evaluate, and create media messages in a wide variety of forms (Aufderheide, 1992; Primack et al, 2009). Media literacy education was suggested as a tool to empower youth to critically analyze media messages and to deter the potentially negative influence of media on behavior (Hobbs, 2011; National Association for Media Literacy Education, 2011; Rodesiler, 2010). Studies (Primack et al, 2006a; Primack and Hobbs, 2009) show that adolescent smoking media literacy is associated with both reduced adolescent smoking and reduced susceptibility to future smoking.…”

Section: Introductionmentioning

confidence: 99%

The association of media exposure and media literacy with adolescent alcohol and tobacco use

et al. 2014

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This study examined the relationship of media exposure and media literacy to alcohol and tobacco use among adolescents in Taiwan. A total of 2992 10th-grade students recruited from 26 high schools in Taipei, Taiwan, completed a questionnaire in 2010. The multivariable analysis results indicated that the students with higher alcohol and tobacco media exposure were more likely to use alcohol and tobacco and have intentions to drink and smoke, while students with higher media literacy were less likely to use alcohol and have intentions to drink and smoke.

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Section: Introductionmentioning

confidence: 99%

The association of media exposure and media literacy with adolescent alcohol and tobacco use

et al. 2014

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“…Previous research has highlighted that media education should discuss easy access to media (Olson & Pollard, 2004), balance “empowerment” and “protectionist” orientations (Sekariashih, McDermott, O’Malley, Olsen, & Scharrer, 2016), provide usage skills and content creation skills (Sekariashih et al, 2016), not discourage healthy media use or exposure (Sekariashih et al, 2016), and provide the tools needed to compare and contrast media from different cultures and countries (Hobbs, 2010). Media education should likewise provide an avenue for consumers to question the intentions and contents of media that they consume (Ey, 2014; Rodesiler, 2010) and aim to ensure that consumers do not perceive media as reflecting the real world (Robillard, 2012).…”

Section: Popular Music Media Literacy: Recommendationsmentioning

confidence: 99%

“…For consumers of all ages, advances in technology have made music more readily accessible and geographic distance irrelevant in its distribution (Warburton, Roberts, & Christensen, 2014). In addition, media actively construct reality for many consumers, rather than simply transmitting it (Rodesiler, 2010). It is not necessarily the overt meaning of a single image or message that can shape attitudes and identities, but the cumulative effect of the underlying themes or connotations found in media that increases the likelihood that this concept will be adopted or accepted as reality (Dines, 2010; Hall, West, & Hill, 2012; Papadopoulos, 2010; Rush & La Nauze, 2006a).…”

Section: Introductionmentioning

confidence: 99%

Popular Music Media Literacy: Recommendations for the Education Curriculum

Wright

Carpentier

et al. 2019

Policy Insights from the Behavioral and Brain Sciences

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Advances in technology have made music more readily accessible and geographic distance irrelevant in dissemination of music. Greater access to popular music has resulted in greater consumption by both children and adolescents. Popular music in the United States may contain the most sexual content, compared with other forms of media. Exposure to such content is associated with the development of gender ideals and identity, objectification and sexualization of women, permissive sexual attitudes and risky sexual behaviors, as well as greater acceptance of sexual and gendered violence. Even so, current education standards do not include media literacy, much less popular music media literacy, and do not prepare children for best practices related to media consumption. Some of the inadequacies in current education standards include introducing education about media influence on personal development at an age far later than children’s engagement with contemporary media, avoidance of controversial topics, and not making this education compulsory. Considering the lack of media literacy provided in the curriculum, we outline specific foundational curricular recommendations related to media education and specifically for popular music media literacy.

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“…Studies that concentrate on teaching or instructional inputs tend to examine how educational authorities (instructors, librarians, administrators, etc.) approach direct instruction of CIL/CIC-related topics within the context of their coursework, be it through assigned readings, project-based learning, Socratic discussions, or website evaluation (Higgins & Begoray, 2012;Rodesiler, 2010;Simmons, 2005;Sperry, 2012).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Critical information consumption and textbooks used in teacher preparation programs

Smith-Nelson¹

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Critical information literacy (CIL) and critical information consumption (CIC) are essential skills and habits of minds for pre-service teachers to develop as they prepare to educate future generations. The purpose of this critical discourse analysis was to investigate ways in which introductory teaching or pedagogy textbooks used in public universities' teacher preparation programs facilitate (or decline to facilitate) the direct and indirect application of CIL/CIC skills. Specifically, textbooks were evaluated on their (1) direct and indirect philosophical and epistemological discussion; (2) direct discussion of evaluating sources of information; (3) attention to power dynamics, biases, ideologies, and underlying assumptions in media and scholarly work; and (4) use of buzzwords and/or epistemically suspect statements. Findings were based on inductive analysis of emergent themes and suggest that there are key features of a text that indicate how CIL/CIC-favorable a work may be. These features include questioning, linguistic granularity, presenting strengths and criticisms of prominent paradigms, attending to power asymmetries in the classroom, and making explicit the hidden or implied messages in educational settings.

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Empowering Students Through Critical Media Literacy: This Means War

Cited by 13 publications

References 2 publications

The association of media exposure and media literacy with adolescent alcohol and tobacco use

The association of media exposure and media literacy with adolescent alcohol and tobacco use

Popular Music Media Literacy: Recommendations for the Education Curriculum

Critical information consumption and textbooks used in teacher preparation programs

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