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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

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

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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

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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

What is the Story?

Reading the Web as Narrative

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Sharon A. Murchie and Janet A. Neyer

-based fiction, but also the many shades of grey that exist in between. Comprehensive media literacy instruction, that which includes “helping students learn to pick and evaluate the best resources for their personal learning networks from print, subscriptions, and free sources” ( Hamilton, 2009 , p. 5), has to

Michael Hoechsmann

digital literacies, new literacies, new media literacies, multiliteracies, among others, each bring with it a series of paradigmatic associations that represent nuanced distinctions. What they share is a focus on communication, pedagogy, technology and representation across several modalities. They are

Brian Altenhofen

media literacy skills to be able to produce, commentate, and critique media for the sake of the Gospel. One insight worth noting is Aetatis Novae’s understanding that the media was not simply a technique but a “comprehensive, thought-shaping, and culture-making reality of our time” (Zsupan-Jersome, p

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Danielle T. Ligocki

young people are relating to others and making meaning out of the constant media messages that consume their daily lives. By gaining a greater understanding of the effects that reality television has on young people, scholars can continue to develop tools based in critical media literacy that may act to

and Romanian practices 501–522 Amandine Garde: Advertising Regulation and the Protection of Children-Consumers in the European Union: In the Best Interests of … Commercial Operators? 523–545 Joseph Savirimuthu: Th e EU, Online Child Safety and Media Literacy 547–569 Nuno Ferreira: Th e harmonisation