Tuning up a CMLL toolbox: analyzing Web-based applications for critical media literacy learning

Abstract

Purpose This paper aims to evaluate Web-based applications for teaching critical media literacy. It proposes modeling for criteria to evaluate Web-based applications for critical media literacy learning. The study aims to critically analyze the applications based on their potential for critical media literacy learning (CMLL), learner compatibility, authenticity, beneficial impact, practicability, engagement and support. Design/methodology/approach The paper was addressed by the walkthrough method, which provides underpinning analysis of the applications combined with content analysis to gain further deeper insight into users’ applications and application appropriation to accommodate critical media literacy instructions. The applications are organized according to their utilization in each sort of CMLL, namely, media understanding and analysis, and media production. Findings The paper describes how to select appropriate applications for critical media literacy instruction. It suggests a list of applications that can help teachers integrate critical media literacy into their classroom instruction, as well as the results of each application’s evaluation. In summary, the results indicated the importance of meticulous selection criteria and evaluations of applications used for critical media literacy integration in teaching. Research limitations/implications Because technology and applications are constantly evolving, ongoing research in this area is always required. Furthermore, researchers are encouraged to test the proposed hypotheses further. Practical implications The paper discusses the implications for technology selection in teaching, the development of selection criteria and managing the balance between technological advancement and teaching. In a nutshell, this paper practically contribute to shed light on the framework for CMLL application selection and adoption. Social implications The paper provides comprehensive guidance for teachers on how to select applications for critical media literacy integration teaching, as well as lists of application evaluations that they can easily use. Originality/value This paper fills a gap in the literature by investigating how digital media and technologies can be used in the classroom and how they are chosen based on the needs of teachers and students.

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

“…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. It comprises media selection, information processing, and analysis, as well as an evaluation of the impact of interplay on, off, and beyond the screen (Kersch & Lesley, 2019) and media production (Afrilyasanti et al, 2022;Akinbadewa & Sofowora, 2020;McAnulty, 2020).…”

“…With the abundance of information available on the Internet and students' lack of critical media literacy (CML) skills (Lim & Tan, 2020), they can be easily misled by misleading information and hoaxes (Mukhtar & Putri, 2021;Tagg & Seargeant, 2019). Therefore, there is an urgent need to include technology in classroom instruction, integrate CML instructions, and meticulously select appropriate applications, particularly for CML instruction (Afrilyasanti et al, 2022).…”

“…Based on the nature of CML learning, which involves media selection, information understanding and analysis, and media production (Afrilyasanti et al, 2022;Akinbadewa & Sofowora, 2020;McAnulty, 2020),…”