Critical Media Literacy: Research, Theory, and Practice in “New Times”

2000 ◽  
Vol 93 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Donna E. Alvermann ◽  
Margaret C. Hagood
Keyword(s):  
Media Literacy ◽  
Theory And Practice ◽  
Critical Media Literacy ◽  
Critical Media ◽  
Literacy Research

Critical Media Literacy in Teacher Education, Theory, and Practice

2019 ◽  
Author(s):  
Jeff Share ◽  
Tatevik Mamikonyan ◽  
Eduardo Lopez
Keyword(s):  
Public Schools ◽  
Media Literacy ◽  
Social Transformation ◽  
Theory And Practice ◽  
Media Education ◽  
Critical Education ◽  
Critical Media Literacy ◽  
Critical Media ◽  
K 12 ◽  
Media And Technology

Democracy in the digital networked age of “fake news” and “alternative facts” requires new literacy skills and critical awareness to read, write, and use media and technology to empower civic participation and social transformation. Unfortunately, not many educators have been prepared to teach students how to think critically with and about the media and technology that engulf us. Across the globe there is a growing movement to develop media and information literacy curriculum (UNESCO) and train teachers in media education (e-Media Education Lab), but these attempts are limited and in danger of co-optation by the faster growing, better financed, and less critical education and information technology corporations. It is essential to develop a critical response to the new information communication technologies that are embedded in all aspects of society. The possibilities and limitations are vast for teaching educators to enter K-12 classrooms and teach their students to use various media, critically question all types of texts, challenge problematic representations, and create alternative messages. Through applying a critical media literacy framework that has evolved from cultural studies and critical pedagogy, students at all grade levels can learn to critically analyze the messages and create their own alternative media. The voices of teachers engaging in this work can provide pragmatic insight into the potential and challenges of putting the theory into practice in K-12 public schools.

Building a “Bridge” Between Theory and Practice

2021 ◽  
pp. 653-666
Author(s):  
Loren Saxton Coleman
Keyword(s):  
Media Literacy ◽  
Participatory Democracy ◽  
Theory And Practice ◽  
Case Study Method ◽  
Critical Media Literacy ◽  
Pedagogical Tool ◽  
Critical Media ◽  
Media Texts ◽  
Literacy Pedagogy

This chapter explores critical media literacy pedagogy. Using case study method, the author argues that The Washington Informer's, “Bridge” publication can be used as a practical pedagogical tool to teach students how to analyze and deconstruct media texts, and simultaneously inform students on how to produce alternative, counter-hegemonic media texts. This approach is consistent with literature on critical media literacy that calls for engaged and empowering pedagogy to encourage students to think critically about their roles in creating and maintaining a radical and participatory democracy.

Building a “Bridge” Between Theory and Practice

2018 ◽  
pp. 222-235
Author(s):  
Loren Saxton Coleman
Keyword(s):  
Media Literacy ◽  
Participatory Democracy ◽  
Theory And Practice ◽  
Case Study Method ◽  
Critical Media Literacy ◽  
Pedagogical Tool ◽  
Critical Media ◽  
Media Texts ◽  
Literacy Pedagogy

This chapter explores critical media literacy pedagogy. Using case study method, the author argues that The Washington Informer's, “Bridge” publication can be used as a practical pedagogical tool to teach students how to analyze and deconstruct media texts, and simultaneously inform students on how to produce alternative, counter-hegemonic media texts. This approach is consistent with literature on critical media literacy that calls for engaged and empowering pedagogy to encourage students to think critically about their roles in creating and maintaining a radical and participatory democracy.

scholarly journals A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

Philosophies ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Cary Campbell ◽  
Nataša Lacković ◽  
Alin Olteanu
Keyword(s):  
Media Literacy ◽  
Meaning Making ◽  
Environmental Literacy ◽  
Literacy Studies ◽  
Critical Media Literacy ◽  
Semiotic Approach ◽  
Sustainability Literacy ◽  
Critical Media ◽  
Definition Of ◽  
Integrated Sustainability

This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a construal of literacy can be observed in recent scholarship on embodied cognition, education, media and bio/eco-semiotics. By (1) construing the environment as semiosic (Umwelt), and (2) replacing the notion of text with model, we develop a theory of literacy that understands learning as embodied/environmental in/across any mediality. As such, digital and multimedia learning are deemed to rest on environmental and embodied affordances. The notions of semiotic resources and affordances are also defined from these perspectives. We propose that a biosemiotics-informed approach to literacy, connecting both eco- and critical-media literacy, accompanies a much broader scope of meaning-making than has been the case in literacy studies so far.

scholarly journals Iranian Feminist Activists and Critical Media Literacy

2018 ◽  
Vol 9 (6) ◽  
pp. 45-58
Author(s):  
Kobra Mohammadpour Kachalmi ◽  
Lee Yok Fee
Keyword(s):  
Media Literacy ◽  
Critical Analysis ◽  
Qualitative Interviews ◽  
Gender Ideology ◽  
Critical Media Literacy ◽  
Dominant Ideologies ◽  
Critical Media ◽  
Core Concepts ◽  
Literacy Framework ◽  
Definition Of

Abstract Considering the exponential growth of technology and media in Iranian society as well as the significant role of media culture in reproducing, reinforcing, and legitimizing dominant ideologies such as sexism, the central question posed by this paper is how Iranian feminist activists critically analyze media messages. Further, this paper explores the extent to which this analysis fits the critical media literacy framework. Using a critical media literacy framework underpinned by feminist standpoint theory, this paper presents results from qualitative interviews with 15 Iranian feminist activists. We find that Iranian feminist activists focus more on politics of representation and critique of gender ideology in the critical analysis of media products. Thus, critical analysis of media by Iranian feminist activists better fits the definition of critical media literacy than its core concepts. The findings also demonstrate that a transformative dimension of critical media literacy is ignored by the feminist activists despite using media in the struggle against dominant gender ideology.

Kritička medijska pismenost i komunikacijska kompetencija sudionika deliberacije

2016 ◽  
pp. 49-68
Author(s):  
Zlatan Mujak
Keyword(s):  
Critical Discourse Analysis ◽  
Media Literacy ◽  
Analytical Framework ◽  
New Labour ◽  
Labour Law ◽  
Critical Media Literacy ◽  
Validity Claims ◽  
Critical Media ◽  
Universal Pragmatics ◽  
The Republic

The study represents an attempt of converging the elements of critical media literacy with the Habermasian theory of communicative competence. Universal pragmatics (validity claims) is being used as a theoretical base for the development of an analytical framework of critical media literacy, and the method is being empirically and experimentally tested through critical discourse analysis of the theme of the new Labour Law adoption in the Federation of Bosnia and Herzegovina and the Republic of Srpska. The analysis includes 32 media texts on the Klix, Buka and N1 news portals. Positive and negative claims about the adoption of the new Labour Law are being tested for comprehensibility, truth, sincerity and legitimacy.

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