Transforming Teaching and Learning Through Critical Media Literacy Pedagogy

Abstract

This article provides a framework and examples for critical media literacy pedagogy. More than simply guiding how students read and interpret the texts they encounter, critical media literacy pedagogy pushes to illuminate the underlying power structures that are a part of every media text. Throughout this article, examples from working with high school youth and preservice teachers are provided. In recognizing recent shifts in media production as a result of participatory culture, this article focuses on how youth-created media products are an integral part of a 21st century critical media literacy pedagogy.

Can media literacy education increase digital engagement in politics?

“…At this point in time, however, we lack clear evidence regarding the influence of such opportunities on engagement with digital media for civic and political purposes. Scholars, for example, are just beginning to conceptualize and examine ways that educational interventions might influence young people's abilities to judge the credibility of online content (McGrew et al 2017), to develop critical media literacies (Garcia, Seglem, and Share 2013), or to navigate the challenges and take advantage of the opportunities associated with online dialogue (Hodgin 2016). Few studies have examined these questions systematically.…”

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

“…Expanding on this conception of media literacy, Garcia, Seglem, and Share (2013) utilize a critical approach in their work with high school and college-aged students by expanding their definition of literacy to incorporate various forms of mass communication, popular culture, and new technologies in order to critically examine the relationship between media messages, audiences and ideologies. Across definitions and perspectives, fostering critical thinking skills and encouraging analytical engagement with media pervade as commonly articulated goals of media literacy implementation and remain central to the research at hand.…”

“…Interestingly, while scholars refer to the importance of media literacy interventions, there is comparatively less published literature on successful interventions (Arke and Primack 2009;Bergsma andCarney 2008, Garcia, Seglem andShare 2013). The need for additional research attention was a primary reason for the current intervention.…”

Deconstructing and Critiquing Interculturality through Film within a Bilingual Education Program in Bogotá, Colombia

“…Critical media literacy provides a tool in analyzing films. García, Seglem, and Share (2013) define critical media literacy as expanding the traditional notion of literacy to include different forms of mass media communication, popular culture and technology; this encourages a critical analysis of the relationship between media and audiences, information and power. It also pushes students to explore ideologies and connections between power and information which are not easily visible.…”

“…As evidenced, when provided with proper stimulation and guidance, film can be an important tool in implementing critical literacy into the classroom. It fosters the skills to deconstruct oppressive structures and ideologies (García et al, 2013). Additionally, after watching the movies, students expressed an interest in further understanding Islam and the reasons why it has become such a stigmatized religion.…”