New Perspectives on Literacy Education in the United States

2018 ◽  
pp. 107-126 ◽  
Author(s):  
Curtis Ulmer ◽  
Huey B. Long
Keyword(s):  
United States ◽  
The United States ◽  
Literacy Education

scholarly journals Media Literacy in the US

2005 ◽  
Vol 11 (Media Education) ◽  
pp. 1-21 ◽  
Author(s):  
Douglas Kellner ◽  
Jeff Share
Keyword(s):  
United States ◽  
Media Literacy ◽  
The United States ◽  
Literacy Education ◽  
Media Education ◽  
The Us ◽  
National Media ◽  
Teachers And Students ◽  
Critical Media ◽  
English Speaking

Media literacy education is not as advanced in the US as in several other English-speaking areas such as Great Britain, Canada, and Australia. Despite decades of struggle since the 1970s by individuals and groups, media education is still only reaching a small percentage of Americans. While some major inroads have been made, such as getting elements of media literacy included in most of the 50 state's educational standards and the launching of two national media education organizations, most teachers and students in the United States still have never heard of media literacy. In this paper, we first set forth some models of media literacy, delineate key concepts of critical media literacy, and then examine some of the most active organizations in the United States and differences in their goals and pedagogy.

Buying into Dominant Ideas About Wealth and Poverty: An Examination of U.S. and Canadian Financial Literacy Standards

2020 ◽  
Vol 122 (3) ◽  
pp. 1-50
Author(s):  
Agata Soroko
Keyword(s):  
United States ◽  
High School ◽  
Social Studies ◽  
Financial Literacy ◽  
Global Financial Crisis ◽  
The United States ◽  
Literacy Education ◽  
Economic Security ◽  
Financial Outcomes ◽  
Literacy Standards

Background In the wake of the 2007–2008 global financial crisis, calls for financial literacy education increased dramatically. In both the United States and Canada, the financial collapse and its aftermath saw a resurgence of personal finance programs and initiatives in schools. While financial literacy education continues to be introduced in U.S. and Canadian high schools through the implementation of financial literacy standards into social studies curricula, few studies have focused on the content and ideology of these standards. This study is the first to provide a systematic review of all available high school financial literacy standards across the United States and Canada. Purpose The purpose of this research was to render visible the hidden ideological underpinnings of financial literacy standards. Specifically, the study investigated what the discourse in the standards implied about individuals’ financial outcomes and what was made invisible about the ways in which people achieve or fail to achieve economic security and wealth. Research Design This study employed critical discourse and ideological analysis to examine state-sanctioned financial literacy standards from 43 high school social studies curriculum documents in the United States and Canada. Findings The analysis revealed that, overall, financial literacy standards framed financial wellbeing as a personal doing while neglecting to consider the broader social, economic, and political forces influencing financial outcomes. This research demonstrates how financial literacy discourses, rooted in ideologies of merit, often tell an incomplete story about the origins and determinants of both wealth and poverty. Conclusions The results from this study offer insight into how deficit thinking about economically marginalized individuals and groups continues to permeate educational discourse. In examining financial literacy standards in particular, this study contributes to existing research problematizing financial literacy initiatives and calling for more critical, inclusive, and nuanced approaches. This research also adds to scholarship unpacking the ideological assumptions embedded in state-mandated academic standards concerning wealth and poverty.

Pedagogical Approaches to Media Literacy Education in the United States

2016 ◽  
pp. 53-74 ◽  
Author(s):  
Jackie HeeYoung Kim
Keyword(s):  
United States ◽  
Media Literacy ◽  
The United States ◽  
Literacy Education ◽  
Current Status ◽  
Media Literacy Education ◽  
Core Concepts ◽  
The Media ◽  
K 12 ◽  
Pedagogical Approaches

The purpose of this chapter is to glimpse the current status and pedagogical approaches of the media literacy education in the Unites States. This chapter was intended to provide the foundational and delineated information about the media literacy education so that it can be a helpful reference to understanding and developing media literacy in K-12 educators' curricular. This chapter starts with discussion about the growth of media literacy in the contexts of American education such as how it is included in state curriculum frameworks as well as research. Then this chapter moves to introduce the types of pedagogical approaches of media literacy generally implemented in K-12 environments. The pedagogical approaches were categorized by the tenets of “Core Principles of Media Literacy in the United States” outlined by National Association of Media Literacy Education (NAMLE) (2007). Finally, this chapter discusses five core concepts of media literacy and the list of guidelines that are requisites for the development of the media literacy education materials based on the foundational concepts.

Literacy and Cultural Identity

1990 ◽  
Vol 60 (2) ◽  
pp. 181-205 ◽  
Author(s):  
Bernardo Ferdman
Keyword(s):  
United States ◽  
Cultural Identity ◽  
Cultural Diversity ◽  
The United States ◽  
Literacy Education ◽  
Literacy Acquisition ◽  
Different Cultures ◽  
The Relationship

In this article, Bernardo Ferdman argues that cultural diversity has significant implications for the processes of becoming and being literate. He explores these connections by analyzing the relationship between literacy and cultural identity in a multiethnic society such as the United States. Ferdman asserts that literacy is culturally framed and defined; therefore,members of different cultures will differ in what they view as literate behavior. This, in turn, can influence how individuals engage in literacy acquisition and activity. He further argues that the type and content of literacy education that individuals receive can influence their cultural identity. He concludes by arguing that the connections between literacy and culture must be fully acknowledged and better understood in order to achieve the goal of literacy acquisition for all.

Teacher Education: The Next Needed Step in Critical Media Literacy Education

2019 ◽  
Vol 1 (2) ◽  
pp. 153-172
Author(s):  
Allison Butler
Keyword(s):  
United States ◽  
Teacher Education ◽  
Media Literacy ◽  
Lesson Planning ◽  
The United States ◽  
Literacy Education ◽  
Critical Media Literacy ◽  
Starting Point ◽  
Teachers And Students ◽  
Critical Media

This article, part of a larger project, argues that critical media literacy is needed in teacher education. For critical media literacy to be sustainable, it needs a more structured starting point. The argument of this piece is that the starting point should be in teacher education. Tracing the state of media literacy and discussing the ‘critical’ of critical media literacy, this essay highlights that teacher training in critical media literacy will help propel the work of critical media literacy in the United States, will strengthen education and make it more relevant for teachers and students, and will make the work of inclusion of media literacy part of, not an addition to, teachers’ curriculum development and lesson planning.

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