Transformative Practice In Critical Media Literacy

"'Transformative Practice in Critical Media Literacy' brings together a diverse selection of essays to examine the knowledge production crisis in higher education and the role that news media and technology play in this process. This text highlights the importance of radical pedagogy and critical media literacy to fight back and reclaim higher education as the battleground for democracy and the embodiment of citizenship. Using a global and social justice lens, it explores the transformative potential of critical media literacy in higher education, also providing real examples of current critical media literacy practices around the globe and of successful experiences inside classrooms. In an era of fake news, this text fulfills the yearning for critical media literacy to permeate higher education by drawing together practitioners and scholars speaking to journalism students, teacher candidates, and to students, scholars, and activists across a variety of spaces in higher education. This book will be a key resource for scholars, students, policy makers, community members and activists interested in education, politics, youth studies, critical theory, intersectionality, social justice and peace studies, activism, critical media literacy, communication or media studies"--

Transformative Practice in Critical Media Literacy brings together a diverse selection of essays to examine the knowledge production crisis in higher education and the role that news media and technology play in this process. This text highlights the importance of radical pedagogy and critical media literacy to fight back and reclaim higher education as the battleground for democracy and the embodiment of citizenship. Using a global and social justice lens, it explores the transformative potential of critical media literacy in higher education. It also provides real examples of current critical media literacy practices around the globe and of successful experiences inside classrooms. In an era of fake news, this text fulfils the yearning for critical media literacy to permeate higher education by drawing together practitioners and scholars speaking to journalism students, teacher candidates, and to students, scholars, and activists across a variety of spaces in higher education. This book will be a key resource for scholars, students, policymakers, community members and activists interested in education, politics, youth studies, critical theory, intersectionality, social justice and peace studies, activism, critical media literacy, communication, or media studies.

The Critical Media Literacy Guide: Engaging Media and Transforming Education provides a theoretical framework and practical applications in which educators put these ideas into action in classrooms with students from kindergarten up through the university.

The Critical Media Literacy Guide: Engaging Media and Transforming Education provides a theoretical framework and practical applications in which educators put these ideas into action in classrooms with students from kindergarten up through the university.

This book provides a practical and theoretical look at how media education can make learning and teaching more meaningful and transformative. It explores the theoretical underpinnings of critical media literacy and analyzes a case study involving an elementary school that received a federal grant to integrate media literacy and the arts into the curriculum. The ideas and experiences of working teachers are analyzed through a critical media literacy framework that provides realistic challenges and hopeful examples and suggestions. The book is a valuable addition to any education course or teacher preparation program that wants to promote twenty-first century literacy skills, social justice, civic participation, media education, or critical technology use. Communications classes will find it useful as it explores and applies key concepts of cultural studies and media education.

The COVID-19 pandemic caused many educational stakeholders to rethink the purpose and function of public education. The COVID-19 mediasphere and politically divided climate has ushered legislative stakeholders and the public's attention to the need for media literacy education. Critical media literacy addresses the goals of media literacy education but also offers an explicit focus on addressing the relationships between audiences and media, information, and power. Because critical media literacy emphasizes challenging how power maps onto information and reproduces injustice, it requires an embodied stance that dissents against hierarchical forms of education and hegemonic systems, structures, and ideologies. Critical media literacy necessitates an embodied critical engagement (ways of being) with the world and critical pedagogical practices (ways of doing) at the classroom-level (Vasquez et al., 2019, p. 300). While there has been growing interest in the field of critical media literacy in the United States during the pandemic, more research is needed with practitioners to understand what shapes their critical embodiments and practices of critical media literacy. This critical qualitative collective case study examined four secondary teachers' embodiments and practices of critical media literacy during the COVID-19 pandemic in California. Two questions informed this study: 1) How do teachers describe their embodiments (ways of being) in relation to critical media literacy?, and 2) How do teachers' practice (ways of doing) critical media literacy in their classrooms?. Building from Kellner and Share's (2019) multiperspectival approach, this research was guided by several critical social theories, including: cultural studies, democratic inquiry-based pedagogy, critical pedagogy, and intersectionality. Data collection included: qualitative semi-structured interviews and artifacts (e.g., teachers' lesson plans, student work samples, etc.). Data was analyzed through two rounds of coding: in vivo and axial. Findings indicated that teachers' embodiments of critical media literacy were influenced by their journeys to criticality and rooted in transformative worldviews. Teachers' practices of critical media literacy relied on co-constructing safe and critical communities and scaffolding critical media analysis and production. This research study establishes a starting point for subsequent critical media literacy education research, theory, practice, and policy by providing examples of teachers' embodied perspectives and practices.

The implementation of critical media literacy in the curriculum has been advocated mainly to construct and deconstruct knowledge, to empower students to counter the threat of pleasurable but insidious hegemonic messages, ideological misrepresentation of reality, racist portrayals of minorities, and so forth. The purpose of this study is to promote a new approach to critical media literacy in adult education. It examines the proposition that critical media literacy, particularly through the use of films, can be a vehicle for transformative learning towards social and emotional competence in everyday relationships, in the workplace, in the family and in the communities where we live. Therefore, the thesis explores the theory of Transformative Learning, the construct of social and emotional intelligence and the literature on critical media literacy to set the theoretical and practical background for this study. Based on the review of the literature, intersections among these three educational domains are delineated. The study ends with a discussion of scenes from the movies Crash (Haggis, 2005) and Revolutionary Road (Mendes, 2008) as exemplars for the implementation of the proposed approach to critical media literacy in adult learning contexts, including classrooms.

As we enter a new millennium, it is clear that we are in the midst of one of the most dramatic technological revolutions in history that is changing everything from the ways that we work, communicate, participate in politics, and spend our leisure time. The technological revolution centers on computer, information, communication, and multimedia technologies, is often interpreted as the beginnings of a knowledge or information society, and therefore ascribes technologies a central role in every aspect of life. This Great Transformation poses tremendous challenges to critical social theorists, citizens, and educators to rethink their basic tenets, to deploy the media in creative and productive ways, and to restructure the workplace, social institutions, and schooling to respond constructively and progressively to the technological and social changes that we are now experiencing.

Exploring the concept of individual and collective transformation as the underlying driver for media pedagogy, this book offers valuable insights and practical strategies for implementing transformative media pedagogies across learning environments and civic ecosystems. Each chapter takes the form of critical and reflective writing on specific processes and practices that emerged from contributors' experiences of participating in the Salzburg Academy on Media and Global Change, an experimental and immersive transformational media pedagogy project born in 2007, and continuing to this day. Together, contributors examine media pedagogies that prioritize value constructions like human connection, care, imagination, and agency, all of which collectively support a transformative approach to learning. While this book takes into account media pedagogies that focus on competencies and skills, its priority is to reveal and offer learning pathways that develop media makers and storytellers focused on positive social impact in the world. This book will be of interest to any media educators, researchers, practitioners, and entrepreneurs seeking to implement transformative media pedagogies that support equitable and just civic futures.

With the current ubiquity of technological tools and digital media, having the skillset necessary to use and understand digital media is essential. Integrating media literacy into modern day education can cultivate a stronger relationship between technology, educators, as well as students. The Handbook of Research on Media Literacy in the Digital Age presents key research in the field of digital media literacy with a specific emphasis on the need for pre-service and in-service educators to become familiar and comfortable with the current digital tools and applications that are an essential part of youth culture. Presenting pedagogical strategies as well as practical research and applications of digital media in various aspects of culture, society, and education, this publication is an ideal reference source for researchers, educators, graduate-level students, and media specialists.