Save

“It’s TikTok with no c!”: the Need for Critical Literacy Curricula in the Elementary Classroom

In: The International Journal of Critical Media Literacy
Author:
Yoonjin NamPh.D. Candidate, University of Illinois at Urbana-Champaign, Champaign, USA ynam2@illinois.edu

Search for other papers by Yoonjin Nam in
Current site
Google Scholar
PubMed
Close
Download Citation Get Permissions

Access options

Get access to the full article by using one of the access options below.

Institutional Login

Log in with Open Athens, Shibboleth, or your institutional credentials

Login via Institution

Purchase

Buy instant access (PDF download and unlimited online access):

$34.95

Abstract

Students walk into the classroom with numerous hours of exposure to social media. Through different social media platforms, they engage in digital literacy and experience entertainment but also, questions, frustrations and different negotiations of their identities. This qualitative, ethnographic case study was done in an elementary classroom in the Midwest. Participants revealed their keen awareness to the viral debates that happened on TikTok (a mobile video- sharing app) regarding race and the frustrations they experienced through it personally. These findings suggest the urgent need for critical literacy curricula (specifically critical Hip Hop pedagogy) to be implemented within schools for dialogue to even begin which could eventually become an avenue for students to express their agency.

Content Metrics

All Time Past Year Past 30 Days
Abstract Views 2255 586 27
Full Text Views 104 45 6
PDF Views & Downloads 173 80 13