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Lance E. Mason

and viability of democracy. While it has been argued that media education (sometimes called media literacy) should be connected to democratic education (see Mason, 2012 , 2015; Stoddard, 2014 ), there is no clear or agreed upon approach to addressing challenges such as fake news and citizen apathy

The field of education in the 21st century is broad in scope and is multidisciplinary. To help scholars and students understand the various disciplines that comprise the field of education, the editors view the various fields as texts to be historicized and explicated. Each field is a discipline with its own scholars, language, and research.

The various reference works will present comprehensive and accurate portraits of the various disciplines. What readers will encounter in these reference works is what the various fields are saying, and/or have been saying during their various histories. This can open up conversations among current established scholars and future, next generation scholars nationally and internationally. These complicated conversations would further expand the various fields and lead to possibilities for praxis. Praxis emphasizes the increase of critical knowledge and understandings both for self-development and social reconstruction.

There is a uniqueness in Critical Understanding in Education in the commitment to the focus on the historical development and comprehensive critical presentation of a particular discipline.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer.

Series:

Douglas Kellner and Jeff Share

Critical media literacy is more difficult to understand and teach than most mainstream approaches to media education because of the complexity and invisibility of how ideology functions. Robert Ferguson (1998) states, “‘Ideology’ is not directly visible, but can only be experienced and

Series-editor Päivi Rasi, Marjaana Kangas and Heli Ruokamo

strengthening basic literacy (in which Finnish students have scored well in the PISA surveys) by linking it to other forms of literacy (e.g., visual and media literacy) ( Halinen, Harmaja, & Mattila, 2015 ). Promoting multiliteracy in school supports the development of critical thinking and learning skills. It

An Educator’s Primer

Fake News, Post-Truth, and a Critical Free Press

Series:

P. L. Thomas

, with fake news and post-truth public discourse. In this volume committed to investigating and interrogating fake news and post-truth discourse in the context of curriculum and instruction grounded in critical media literacy goals, below we offer the foundational opportunity for educators to consider

Erik C. Nisbet and Olga Kamenchuk

’s ‘Learn to Discern’ media literacy programme directly trained 15,000 youth and adults in Ukraine on basic media literacy skills and had secondary impacts on another 90,000. Participants in the programme were 25 per cent more likely to say that they check multiple news sources and 13 per cent more

Series:

Douglas Kellner and Jeff Share

The theoretical base of critical media literacy provides a framework and road map for education to be critically empowering, developmentally appropriate and culturally responsive. There are many ways for educators to integrate critical media literacy in any subject area they teach. Elementary

Erik C. Nisbet and Olga Kamenchuk

’s ‘Learn to Discern’ media literacy programme directly trained 15,000 youth and adults in Ukraine on basic media literacy skills and had secondary impacts on another 90,000. Participants in the programme were 25 per cent more likely to say that they check multiple news sources and 13 per cent more

Engaging the Storied Mind

Teaching Critical Media Literacy through Narrative

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Erin O’Neill Armendarez

decide: how should critical media literacy be taught? What’s the best way to turn the worst of times into a teachable moment? It seems obvious at this point that students can’t truly be educated without learning to distinguish actual facts and logical conclusions from false claims and propaganda. Simply

Series:

Douglas Kellner and Jeff Share

everything ( Klein, 2014 ). The media messages about these issues are an ideal space for students to critically analyze and challenge the assumptions, actions, and inactions. Using a framework of critical media literacy ( CML ), educators can guide students to question and create their own media messages