Abstract
As students’ uses and experiences with literacy are changing due to technological innovations, particularly in their out-of-school contexts, it is important to consider how media literacy is a social practice, particularly one where students are engaging socially, culturally, and politically. This is particularly relevant to the way that messages are conveyed through popular media such as commercials, video games, and television programmes. Th e purpose of this paper is to explore what happens when students use a critical media literacy to respond to mass media texts and images. The primary question this research attempts to answer is: What happens when students use a critical media literacy approach to discuss and interpret print and visual media images in an after-school setting? We used qualitative research methods to collect data and thematic analysis to analyse data. Findings reflect how students discussed identity, bullying and aggression, socioeconomic status, materialism and consumerism.
Highlights
Technology has dramatically transformed the way that children are exposed to information and communicate ideas
This paper reports findings from a critical media literacy project conducted with a group of students, ages 8-11, in an after-school programme
A selected group of students were identified jointly with Angela and Edmond, the director of the after-school programme to participate in a critical media literacy programme
Summary
Technology has dramatically transformed the way that children are exposed to information and communicate ideas. Children are growing up exposed to multimedia, and information is more likely to be transmitted through visual images, sounds, and other forms of technology rather than traditional print sources. Children’s increased exposure to media and technology necessitates an understanding of how it affects their thinking about political, economic, historical, and social contexts (Kellner & Share, 2007; Kelly & Brower, 2017). A critical media literacy approach encourages students and teachers to learn using new modes of communication and popular culture so they can critically read media texts and build understanding of the political, cultural, economic, historical, and social contexts
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