Gender and media literacy training: a curricular experience with pre-service teachers

Abstract

ABSTRACT The study investigates the effect of gender-integrated media literacy and media literacy training in terms of pre-service teachers’ noticing and analysing gendered messages in the media, and developing attitudes and consciousness towards these messages. The experimental design was used to examine whether the training sessions resulted in a change in the traits that were used to measure in pre-service teachers. The research data were collected through the Gender Equality-Conscious Media Literacy Scale, and the pre-test-post-test scores were analysed. Furthermore, the perspectives of pre-service teachers who participated in the training sessions were investigated using content analysis after the training sessions. Gender-integrated media literacy training was found to be a highly effective method of noticing and analysing gendered elements in the media.