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The Need for Critical Media Literacy in Teacher Education
Critical media literacy is a necessary part of young people’s education and can foster the space for a more thoroughly informed and involved citizenry. In order to make critical media literacy sustainable in K-12 classrooms, learning and application of it must begin with teachers, preferably during their formal schooling. Educating Media Literacy is a manifesto for the inclusion of media literacy in teacher education and, by extension, in K-12 classrooms. Through a discussion of critical media literacy’s aims and the role of teacher education in the United States, this book argues for the inclusion of critical media literacy in teacher education.

Educating Media Literacy addresses two separate topics – teacher education and media literacy – and illustrates how they are intertwined: The United States struggles simultaneously with how best to train and retain prospective teachers and how to foster a better understanding of mainstream media. These two struggles can join forces and move towards a solution through the following: The inclusion of critical media literacy in teacher education programs.
Chapter 1 Education Is the Answer (What Is the Question?)

Abstract

This chapter argues that work in media literacy is a necessary part of education because it can foster the space for a more thoroughly informed and involved citizenry. The chapter details the main argument of the text, that education in media literacy needs to begin with teachers, preferably during their formal schooling. This chapter shares the foundational definition of media literacy and argues that more specifically, teachers deserve education in critical media literacy, with its attention to structures of power.

In: Educating Media Literacy
Chapter 2 Critical Media Literacy

Abstract

This chapter illustrates the necessity of a new starting point for media literacy learning: In teacher education programs. Teachers educated in media literacy will be able to integrate the study of the media across their classroom work, which may serve to connect their subject matter more directly with students, can contribute to a student-centered classroom, and can engage students and teachers together in a project of social justice-focused change making. Specifically, this chapter defines critical media literacy and starts the discussion on why the attention to structures of power is needed as part of media literacy training.

In: Educating Media Literacy
Chapter 4 Politicizing the Classroom

Abstract

This chapter examines the larger context of schooling and the politics of education. Through an exploration of reform, teacher, classroom, and student roles, this chapter explores the current environment of schooling.

In: Educating Media Literacy
Chapter 3 The Education of Training Teachers

Abstract

This chapter focuses on the role of teacher training, tracing its history as something largely ignored or deemed superfluous, to the apex of tension between multiple iterations of a neoliberal perspective on the purpose of schooling and the best way to prepare people to enact that purpose.

In: Educating Media Literacy
Chapter 6 Conclusion: (Media) Education Is the Answer

Abstract

This chapter discusses the value of critical media literacy as part of education reform and argues for the inclusion of critical media literacy in teacher education. This chapter details how this can happen and what value it may add to classrooms and the teacher-student relationship.

In: Educating Media Literacy
Chapter 5 Practices of Media Literacy in the Classroom

Abstract

This chapter highlights the need for teacher training, details how the inclusion of critical media literacy can benefit both teachers and students, and need not be overburdensome to include.

In: Educating Media Literacy
Chapter 2 Major Contributions

Abstract

This chapter focuses on Buckingham’s major contributions to the field of children and youth cultures and media literacy education. Attention is paid to doing critical analysis, resisting binary effects arguments, and exploring the role of technology. Within these subsections are discussions of representations of sex and violence, concerns about childhood obesity, and the role of data mining in digital media and educational technologies.

In: Key Scholarship in Media Literacy: David Buckingham
Chapter 1 Theoretical Underpinnings and Advancements

Abstract

This chapter covers Buckingham’s intellectual background, including a discussion of his theoretical underpinnings. This chapter also shares definitions of media literacy and emphasizes the concepts of media literacy codified by Buckingham and colleagues. Lastly, the chapter emphasizes the importance of context in media analysis.

In: Key Scholarship in Media Literacy: David Buckingham
Chapter 5 Children and Young People’s Media Culture

Abstract

This chapter focuses on Buckingham’s analysis of children’s media cultures, exploring content created for young people as well as how children and young people are constructed as consumers. The chapter closes with an exploration of a contemporary phenomenon, the micro-video sharing platform, TikTok, and how it can be used as a topic for advancing media literacy.

In: Key Scholarship in Media Literacy: David Buckingham