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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.

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

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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

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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

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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

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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

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