The Struggle Over Media Literacy

Lewis, Justin; Jhally, Sut

doi:10.1111/j.1460-2466.1998.tb02741.x

Cited by 151 publications

(79 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, it may be seen as incorporating the understanding and transmission of culture (Considine 2002); or the analysis of information control and cultural ideologies (Kavoori and Mathews 2004;Lewis and Jhally 1998). Buckingham (1998) suggests that media literacy education in general is a form of attempted protectionism.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Commercial Media Literacy: What Does It Do, to Whom—and Does It Matter?

Eagle

2007

Journal of Advertising

View full text Add to dashboard Cite

Section: Theoretical Frameworkmentioning

confidence: 99%

Commercial Media Literacy: What Does It Do, to Whom—and Does It Matter?

Eagle

2007

Journal of Advertising

View full text Add to dashboard Cite

“…Il s'agit néanmoins d'un terme controversé faisant l'objet de débats récurrents (Lewis & Jhally, 1998;Hobbs, 1998Hobbs, , 2011Daley, 2003;Yousman, 2008).…”

Section: éDucation Aux Médias Et Littératie Médiatique : Concepts Et unclassified

L'éducation aux médias dans le Programme de formation de l'école québécoise: intégration, pratiques et problématiques

Landry¹,

Basque²

2015

Canadian Journal of Education / Revue canadienne de l'éducation

View full text Add to dashboard Cite

RésuméCet article évalue l'état de l'éducation aux médias au Québec. Pour ce faire, il présente et défi nit d'abord cette notion, pour ensuite en schématiser les ancrages problématiques dans le Programme de formation de l'école québécoise (PFÉQ). Cet article soulève égale-ment la question de la formation des enseignants, notamment par une analyse des formations offertes aux professeurs dans les universités québécoises et par la synthèse de quatre entrevues de groupe réalisées auprès d'enseignants de niveaux primaire et secondaire. La synthèse effectuée permet de problématiser la mise en oeuvre des intentions éducatives du PFÉQ en matière d'éducation aux médias à la lumière des perspectives exprimées par des enseignants et des enseignantes. Nos travaux indiquent un soutien minimal offert par le système scolaire québécois se traduisant par la rareté des formations, des ressources et des appuis institutionnels.Mots-clés : conditions de travail, éducation aux médias, formation des enseignants, litté-ratie médiatique, Programme de formation de l'école québécoise L'éducation aux médias dans le Programme de formation de l'école québécoise 2Canadian Journal of Education / Revue canadienne de l'éducation 38:2 (2015) www.cje-rce.ca AbstractThis article provides an assessment on the state of media education in the province of Québec. It introduces and defi nes the notion of "media education," and then maps its problematic roots in the Québec Education Program (QEP). The article also raises the issue of teacher training in media education and offers an analysis of current university programs and professional development opportunities available for teachers. Finally, it presents the results of four group interviews conducted with teachers working at primary and secondary levels. The article questions the implementation of the QEP educational aims with regard to media education in the light of perspectives expressed by teachers. It highlights minimal support offered by the school system, resulting in a scarcity of training and resources as well as poor institutional support.

show abstract

“…Media literacy is a broadly based, democratically rooted, interdisciplinary approach of citizen media education and empowerment (Kellner and Share 2005;Lewis and Jhally 1998;Potter 2004Potter , 2013. A fundamentally critical endeavor that "must be conceived as a political, social, and cultural practice" (Sholle and Denski 1994, 17), the roots of media literacy lie in critical literary studies-based arguments, namely that it is necessary to cultivate citizens who have the capacity to use socially constructed forms of communication and media representation, particularly through deconstructing media discourses, and through both classroom curricula and popular discursive campaigns.…”

Section: Educating a Media Literate Publicmentioning

confidence: 99%