scholarly journals Critical media literacy to improve students' competencies

Comunicar ◽  
2022 ◽  
Vol 30 (70) ◽  
Author(s):  
Walter-Antonio Mesquita-Romero ◽  
Carmen Fernández-Morante ◽  
Beatriz Cebreiro-López
Keyword(s):  
High School Students ◽  
Media Literacy ◽  
Reference Model ◽  
Educational Institutions ◽  
School Students ◽  
Critical Media Literacy ◽  
Critical Media ◽  
The Media ◽  
Media Environments ◽  
The Impact

Media literacy training is an urgent need of our time. Educational institutions must stand as fundamental domains to collectively address reflection on digital and media environments and prepare school-age citizens to constructively deal with the impact of the media. To do so, a paradigm shift to approach the issue is required: a critical awareness of the new scenarios created by the media and a broad reflection on their characteristics. A new framework where the spotlight is on the media, the surrounding environment is an essential reference point and training proposals are based on results and evidence. This study is part of a Design-Based Research, aimed at the creation, implementation and evaluation of a Critical Media Literacy program for high school students at the Escuela Normal Superior del Putumayo (Colombia). In this paper we present the results obtained by applying the Alfamed media competence "pre" and "post" questionnaire to the students participating in the program. The results obtained show a significant improvement both in the overall level of students' media competence and in four of the six dimensions that make up the theoretical reference model ("Technology", "Language", "Ideology and Values" and "Production and Dissemination"). La formación en las competencias mediáticas constituye una necesidad urgente en nuestra época. La escuela debe posicionarse como un entorno fundamental donde abordar de manera colectiva la reflexión sobre los entornos digitales y mediáticos y la preparación de los ciudadanos en edad escolar para afrontar de forma constructiva el impacto de los medios. Para ello, se impone un cambio de paradigma en el abordaje de la cuestión: una conciencia crítica ante los nuevos escenarios que crean los medios y una reflexión amplia sobre sus características. Un nuevo marco en el que lo mediático se torne central, el entorno próximo sea un referente imprescindible y las propuestas formativas se apoyen en resultados y evidencias. El trabajo que se presenta es una parte de una Investigación Basada en Diseño, orientada a la creación, implementación y evaluación de un programa de Alfabetización Mediática Crítica para el alumnado de bachillerato de la Escuela Normal Superior del Putumayo (Colombia). Se presentan los resultados obtenidos mediante la aplicación “pre” y “post” del cuestionario de competencias mediáticas Alfamed al alumnado participante en el programa. Los resultados obtenidos muestran una mejora significativa tanto en el nivel global de competencia mediática del alumnado, como en cuatro de las seis dimensiones que configuran el modelo teórico de referencia en el que se apoya el estudio (“Tecnología”, “Lenguaje”, “Ideología y Valores” y “Producción y difusión”).

Seeking Justice in Your Own Backyard

2022 ◽  
pp. 40-63
Author(s):  
Lauren G. McClanahan
Keyword(s):  
High School Students ◽  
Critical Literacy ◽  
Media Literacy ◽  
Public Service Announcements ◽  
School Students ◽  
Critical Media Literacy ◽  
Student Work ◽  
Critical Media ◽  
Student Reflections ◽  
Summer Workshop

This chapter analyzes a summer workshop that invited middle and high school students to create digital public service announcements (PSAs) about a social justice topic of their choice. In this chapter, the author investigates the concepts of media literacy, critical literacy, and critical media literacy, then describes in detail the two-week workshop, ending with examples of student work as well as student reflections and instructor recommendations for future workshops. Detailed lesson plans are included to encourage teachers to replicate this workshop in their own classrooms as part of a unit on critical media literacy.

“We'reAlreadySomebody”: High School Students Practicing Critical Media Literacy IRL (in Real Life)

2016 ◽  
Vol 60 (5) ◽  
pp. 515-526 ◽  
Author(s):  
Jane M. Saunders ◽  
Gwynne Ellen Ash ◽  
Isabelle Salazar ◽  
Rowan Pruitt ◽  
Daniel Wallach ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Media Literacy ◽  
Real Life ◽  
School Students ◽  
Critical Media Literacy ◽  
Critical Media

Tunisian High School Students and Digital Media Literacy: A Quantitative Study

2021 ◽  
pp. 002205742110259
Author(s):  
Tarak Dridi
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Media ◽  
Secondary Students ◽  
Media Literacy ◽  
Quantitative Study ◽  
School Students ◽  
Information And Communication ◽  
Digital Media Literacy ◽  
The Impact

Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

scholarly journals TOO MANY COOKS: TRUSTING NEW VOICES IN ONLINE CULINARY ADVICE

2019 ◽  
Vol 2019 ◽  
Author(s):  
Katherine Kirkwood
Keyword(s):  
Media Literacy ◽  
Online News ◽  
Critical Media Literacy ◽  
Food Literacy ◽  
Mainstream Media ◽  
Food And Nutrition ◽  
Critical Media ◽  
Australian Case ◽  
The Media ◽  
Food Media

Digital technology is becoming increasingly enmeshed in the everyday practices of cooking and eating (see Lewis 2018; Kirkwood 2018). In negotiating the increasingly complex web of culinary information online users need to remain vigilant about the voices and perspectives they turn to for food and nutrition advice. In examining which online sources are trustworthy, this paper adds to the scholarship that highlights how the growing industrialisation of food negatively impacted food literacy (Pollan 2006; Vileisis 2008). In relation to digital food media, Lewis (2018, 214) argues that “food citizens increasingly require a critical media literacy…”. This is important considering that consumers are more likely to turn to the media than nutrition professionals for advice (Contois and Day 2018, 16). This paper builds on Lewis’ (2018) calls for greater critical media literacy Through textual analysis of online news and popular commentary, this paper examines the two Australian case studies of Australian celebrity chef Pete Evans and fraudulent wellness advocate Belle Gibson. These examples highlight risks associated with online culinary information and provide contrasting perspectives on credibility and trustworthiness. Evans leverages mainstream media exposure and experience as a chef to establish credibility for his online channels where he explores his alternative culinary views more extensively. Gibson’s reputation meanwhile was established through achieving grassroots fame online for supposedly beating cancer through shunning conventional treatments. Understanding how trustworthiness or authority is established and negotiated, and particularly how these characteristics work between legacy and online media are important in developing critical media literacy around food.

scholarly journals Hearing Knowledge into Action: Mobilizing Sound for Multicultural Imaginaries

2019 ◽  
Vol 21 (1) ◽  
pp. 105 ◽  
Author(s):  
Candance Doerr-Stevens ◽  
Molly Buckley-Marudas
Keyword(s):  
High School Students ◽  
Media Literacy ◽  
Collaborative Research ◽  
Literacy Studies ◽  
School Students ◽  
Video Footage ◽  
Critical Media ◽  
Field Notes ◽  
Multicultural Perspectives ◽  
Editing Process

Drawing on multimodal, sound-based data, this study examines how high school students harnessed elements of sound and music for multicultural learning within collaborative research and radio podcasting. Data were collected from a variety of sources, including field notes, final media projects, and audio and video footage of students’ collaborative media production processes and interviews. Findings reveal multivocal and divergent engagements in the sound editing process as well as multimodal struggles in which students leveraged sound to express nuanced views about racism, culture, and privilege. This study has implications for educators teaching multicultural perspectives and critical media literacy studies.

scholarly journals Metody, miejsca odbioru i rytuały towarzyszące percepcji treści telewizji tradycyjnej i WebTV wśród licealistów zamieszkujących województwo podkarpackie

2021 ◽  
Vol 64 (1 (245)) ◽  
pp. 39-49
Author(s):  
Jarosław Kinal
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Educational Institutions ◽  
Media Content ◽  
School Students ◽  
Research Material ◽  
The Media ◽  
Media Reception ◽  
Structure And Functions ◽  
People Today

Współczesny sposób korzystania z mediów zmienił strukturę i funkcje przestrzenną miejsc odbioru. Celem niniejszego artykułu jest wskazanie metod odbiorczych, miejsc odbioru i opis rytuałów, które towarzyszą obecnie młodym ludziom podczas korzystania z mediów. W artykule zaprezentowano wyniki badań przeprowadzonych wśród podkarpackich licealistów w 2018 roku. W badaniu zastosowano dwustopniowy sposób ustalenia agregatu badawczego: (1) pisma do dyrektorów wylosowanych 14 placówek oświatowych oraz (2) rozesłanie prośby o wypełnienie ankiety do osób deklarujących przynależność do jednostki edukacyjnej za pomocą otwartego konta na portalu Facebook. Zastosowanie wyszukiwania celowego w serwisie Facebook umożliwiło dotarcie z ankietą do uczniów będących w rzeczywistości członkami społeczności danej szkoły, co – w opinii autora niniejszej publikacji – było działaniem uniemożliwiającym generowanie odpowiedzi przez osoby niebędące w grupie badawczej. Przeprowadzenie badania wśród podkarpackich licealistów jest motywowane regionalnym charakterem badań prowadzonych w rzeszowskim ośrodku akademickim. Zagregowane i opracowane wyniki pozwoliły uprawdopodobnić postawione w procesie konceptualizacji badań hipotezy i stanowią przyczynek do dalszych badań zjawiska. Methods, Places and Rituals Accompanying the Perception of the Content of Traditional Television and WebTV among High School Students Residing in the Podkarpackie Voivodeship The modern way of using the media has changed the spatial structure and functions of the places of media reception. The aim of this article is to indicate the reception methods, the places of reception and the description of the rituals that accompany young people today when using the media. The article presents the results of the research conducted among secondary school students from Podkarpackie Voivodeship (in the South of Poland) in 2018. The study used a two-stage method of gathering the research material: 1) letters to directors of 14 randomly selected educational institutions were followed by (2) a request to fill in the questionnaire sent to students, using an open account on Facebook. The use of targeted search on Facebook made it possible to reach students who were actually members of the school’s community with the survey, the results of which made it possible to substantiate the hypotheses put forward in the process of conceptualization of research and constitute a contribution to further research on the phenomenon of rituals accompanying the perception of media content.

scholarly journals Critical Media Literacy after the Media

Comunicar ◽  
2012 ◽  
Vol 19 (38) ◽  
pp. 21-29 ◽  
Author(s):  
Alex Kendall ◽  
Julian McDougall
Keyword(s):  
Media Literacy ◽  
Social Practice ◽  
Media Education ◽  
Reading Practices ◽  
Critical Media Literacy ◽  
Temporal Shift ◽  
Cultura Popular ◽  
Critical Media ◽  
The Media ◽  
Wrong Place

This article questions the relationships between literacy, media literacy and media education. In the process, we connect the findings from a range of our ethnographic research and use these to propose new forms of practice for critical media literacy. By ‘after the media’, we do not posit a temporal shift (that ‘the media’ has ceased to be). Instead, we conceive of this as akin to the postmodern – a way of thinking (and teaching) that resists recourse to the idea of ‘the media’ as external to media literate agents in social practice. The preservation of an unhelpful set of precepts for media education hinder the project of media literacy in the same way as the idea of ‘literature’ imposes alienating reading practices in school. Just as the formal teaching of English has obstructed the development of critical, powerful readers by imposing an alienating and exclusive model of what it means to be a reader, so has Media Studies obscured media literacy. Despite ourselves, we have undermined the legitimation of studying popular culture as an area by starting out from the wrong place. This incomplete project requires the removal of ‘the media’ from its gaze. The outcomes of our research thus lead us to propose a ‘pedagogy of the inexpert’ as a strategy for critical media literacy. En este trabajo se reflexiona sobre las relaciones entre alfabetización, alfabetización mediática y educación para los medios, relacionándolas con los hallazgos de diferentes investigaciones etnográficas, a fin de proponer nuevas formas de práctica para la alfabetización crítica en los medios. Vivimos en la postmodernidad, en la era «después de los medios» –y no es que ya no existan los medios–, sino que, por el contrario, surge una forma de pensar –y enseñar– que se resiste a la idea de considerar los medios como algo ajeno a la ciudadanía en la vida cotidiana. Para el autor, la permanencia de preceptos y prácticas anquilosadas sobre educación en los medios dificulta la puesta en marcha de proyectos de alfabetización mediática, al igual que una visión tradicionalista de la literatura genera prácticas viciadas de lectura en el aula. La enseñanza formal de la lengua ha obstaculizado el desarrollo de lectores críticos y competentes, imponiendo un modelo de lector unidimensional. Igualmente, los estudios mediáticos han ensombrecido la alfabetización en los medios, subestimando la legitimidad del estudio de la cultura popular en sí misma desde un punto de partida erróneo. La educación en medios es aun una asignatura pendiente y requiere un cambio de perspectiva. En este artículo, fruto de investigaciones, se propone una «pedagogía del inexperto» como estrategia para la alfabetización crítica en los medios.

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