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 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.

Opening or Impasse? Critical Media Literacy Pedagogy in a Posttruth Era

2021 ◽  
pp. 153270862110658
Author(s):  
Catherine Tebaldi ◽  
Kysa Nygreen
Keyword(s):  
Critical Pedagogy ◽  
Media Literacy ◽  
Personal Narratives ◽  
Political Agenda ◽  
Far Right ◽  
Critical Media Literacy ◽  
Mainstream Media ◽  
Critical Media ◽  
Auto Ethnography ◽  
The Right

Critical media literacy (CML) education is an approach to teaching about power, ideology, and hegemony through media. As a critical intervention in mainstream media literacy education, CML education integrates a cultural studies lens with a critical pedagogy orientation. In this article, we use critical auto-ethnography and personal reflective narratives or “anti-biography” to explore the dynamics and tensions of teaching CML in the posttruth era. We locate the shift to posttruth in the 2016 U.S. presidential campaign and election of Donald Trump, which produced a resurgence in far-right discourses promoting distrust of media and state institutions. We show how this shift created openings to criticality that made teaching CML easier in some ways; however, as we look deeper, what appears as an opening may in fact be an impasse. Through personal narratives, we illustrate what these openings and impasses looked like, how they felt and how they played out, to theorize about the possibilities and tensions of teaching CML in the current political moment. We argue the posttruth era necessitates a change in how we teach CML but not, as commonly argued, by teaching students how to fact-check or identify reliable sources. Instead, we must learn and teach about how the right uses media in transgressive ways to promote and normalize a racist, sexist, and authoritarian political agenda. We must also work to better understand students’ experiences of economic precarity and the limits of neoliberal multiculturalism.

Making and Thinking Movies in the Science Classroom

2012 ◽  
pp. 367-387
Author(s):  
Lauren Angelone
Keyword(s):  
Classroom Management ◽  
Media Literacy ◽  
Science Classroom ◽  
Science Content ◽  
Critical Media Literacy ◽  
Everyday Lives ◽  
Content Understanding ◽  
Critical Media ◽  
The Media

Making movies in the science classroom can be an engaging way to teach and assess science content understanding, but it can also be a way to encourage students to be critical of the media that is becoming more and more a part of their everyday lives. In this chapter, the author describes a sample inquiry-based project in which students created movies to learn science content. Background is given on classroom management, materials, movie-making basics, and assessment. The project is also framed by critical media literacy, which keeps in mind not only the messages that media products can send, but the messages the tools themselves may also send. In this way, students and teachers not only make movies, but think movies in the science classroom.

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”).

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.

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