Integrating Media Literacy Across the Content Areas

Abstract

Teachers must first acquire the necessary media literacy skills, strategies, dispositions, and pedagogy to impactfully integrate media literacy into their instruction. Furthermore, previous studies have suggested designing curricular resources as an effective form of media literacy professional learning. This case study examined how high school teachers of different content areas integrate media literacy into their instruction while participating in an online professional development course and how high school teachers applied the content from a media literacy online professional development course to design media literacy instruction. Findings indicated teachers made minor changes to their previous instructional practice, which indicated that participating in the online course led them to think about media literacy integration in new ways. Additionally, teachers applied the online professional development content by using media to build background knowledge, offering explicit media literacy strategy instruction and support, promoting independent practice at the intersection of content curricula and media literacy, and assigning media production to demonstrate content knowledge. Recommendations include equipping teachers with media literacy background knowledge, examining instruction stemming from media literacy professional development, and empowering teachers to design media literacy instruction through critical lenses.

Adapting History Education for the 21st Century: Integrating Technology and Critical Thinking Skills

“…Ensuring equitable access to technology and addressing the digital divide remains a persistent challenge, as some students and communities may lack the resources necessary for effective engagement. Lastly, educators must remain vigilant in promoting critical thinking that goes beyond surface-level information consumption to encourage deep, nuanced analysis of historical narratives, as the digital era also brings the risk of misinformation and the uncritical 10.12198/spekta.v4i2.8572 acceptance of online content [25]. Mitigating these concerns requires a dynamic and adaptable approach to history education that embraces technology while safeguarding the core principles of critical historical inquiry.…”