Media Literacy Education Research Articles

Media Literacy Education and Curriculum Integration: A Literature Review

Researchers have explored the benefits and significance of media literacy education (MLE) in school education. Media literacy possesses much potential and its application in education has seen much research interest lately. However, little systematic work currently exists on how researchers have applied MLE for education purposes that considers the integration of media literacy and curriculum. To this aim, we systematically reviewed the literature of the last three decades and found 222 articles, of which only a sample of 98 were considered. We performed a narrative analysis of the relevant studies concerning the integration of MLE in school curriculum based on European countries and non-European countries, namely, objectives of MLE, learning experiences of MLE and assessment of MLE. Our review emphasizes three key dimensions of MLE objectives: the knowledge of media, create media product and develop the understanding of mass media. Furthermore, our analysis has uncovered several differences in the stage of MLE integration in the school education sphere—for instance, MLE was approached in a cross-curricular or a subject-specific way in different countries. Finally, MLE assessment should take into account students as well as teachers in training.

Dissertation Researches on Media Literacy Education in Commonwealth of Independent States (CIS)

Dissertation Researches on Media Literacy Education in Commonwealth of Independent States (CIS)

비판적 사고를 위한 미디어 리터러시 교육과 컴퓨팅 사고의 융합

비판적 사고를 위한 미디어 리터러시 교육과 컴퓨팅 사고의 융합

Study protocol for a randomized controlled trial to evaluate a web-based comprehensive sexual health and media literacy education program for high school students

BackgroundSchool-based comprehensive sexual health education can improve adolescent health outcomes, and web-based programs are a promising approach to overcoming challenges associated with teacher-led formats by ensuring that students receive content that is consistent, unbiased, and medically accurate. However, many adolescents do not receive high-quality sexual health education and turn to the media for information about sex and relationships. Consumption of sexual media messages is related to early and risky sexual behaviors. Media literacy education (MLE) is a proven approach to adolescent sexual health promotion, yet there are no rigorously evaluated web-based MLE programs to promote sexual and relationship health among high school students.MethodsThis study will test the efficacy, in a randomized controlled trial, of Media Aware, a web-based comprehensive sexual health promotion program for high school students that uses an MLE approach. Participants will be students in 9th and 10th grade health classes in participating schools. Randomization will take place at the school level, and data collection will take place at three time points (i.e., pretest, posttest, and 3 months follow-up). Students in the intervention classrooms will receive Media Aware between pretest and posttest, and students in the delayed-intervention classrooms will receive Media Aware after study completion (i.e., after 3 months follow-up data collection). Students in the delayed-intervention classes will receive their standard health education programming, and teachers in the delayed-intervention classes will be asked to refrain from teaching sexual health or MLE during the study timeframe. The primary outcome variables are intentions, willingness, and behaviors related to sexual health and sexual activity.DiscussionThere are currently no evidence-based comprehensive sexual health programs for high school students that are web-based and use an MLE approach. Media Aware has the potential to be an engaging, less expensive, and effective sexual and relationship health program for high school students. Media Aware is unique in two important ways: (1) the web-based format reduces many of the challenges to fidelity of implementation associated with teacher-led sexual health education; and (2) the MLE approach addresses a commonly ignored influence on adolescent sexual and relationship health, namely, media.Trial registrationClinicalTrials.gov, NCT04035694. Registered on 29 July 2019.Contact for Scientific Queries: Tracy Scull, PhD (Principal Investigator); innovation Research & Training at 5316 Highgate Drive, Suite 121, Durham, North Carolina, USA 27713; tscull@irtinc.us.

Early adolescents’ views of media ratings in the context of a media literacy program in the U.S

ABSTRACT Ratings and labels that warn audiences of sensitive content in media are largely in existence due to concern about potential media impact on young audiences. Largely absent from the research to date, however, are the voices of young people themselves on whether they find media ratings practices to be fair, accurate, and effective. Like many features of the media landscape, the current ratings systems may be taken for granted in the absence of media literacy education that specifically calls for their analysis and critique. In this qualitative study, 58 early adolescents provide open-ended responses to a number of questions designed to measure their views about media ratings and labels used in the U.S. within the context of an in-school media literacy program. Responses show that students learned from the media literacy discussions, applying concepts introduced, using logical reasoning to support their views, and expressing varying levels of critique of current ratings systems. Implications for the ability of early adolescents to use ratings to regulate their own media use are discussed.

Teaching the Black Power Movement, the Genre of Documentary Film and Critical Media Literacy

In an age of digitalization and information overflow, it is of particular importance to offer students strategies to read and navigate the world they live in. The Information and Media Literacy project at the University of Passau intends to enable future teachers to become literate in the digital age by empowering pre-service teachers to collect, sort, critically evaluate, and subsequently produce and distribute information. Additionally, the awareness of and the reflection on the role of the media is just as essential, and thus, media-literacy education is a crucial part in this endeavor. This article discusses what information and media-literacy education can look like in practice. In one of our interdisciplinary and co-taught seminars, we investigated how documentaries can shape the perception of history by looking at the Black Power Movement in the US.

The Organization of Ecological Education of Per-school Children by Means of Media Literacy Education: Theory, National Policy, Scientometrics and Vectors of Development

The Organization of Ecological Education of Per-school Children by Means of Media Literacy Education: Theory, National Policy, Scientometrics and Vectors of Development

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

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.

Parents’ online self-disclosure and parental social media trusteeship

Although parents consider online privacy important, they insouciantly include personal information about their children. Reviewing research on the privacy paradox and online self-disclosure, this article suggests the concept of media trusteeship as an additional theoretical perspective to understand how parents shape the digital identity of their children. The results of 46 in-depth interviews indicate that parents are largely unaware of the described role duality and are only partially able to foresee the consequences of their activities. The analysis identifies three distinct types of parental media trusteeship: While some parents shield their offspring from social media, others appear unable to respond adequately to the risks of social media activities or seem to ignore them completely. Finally, it became clear that the parents surveyed had no idea how to teach media literacy and guide their children to a safe and careful use of social media.

Transformation of Theoretical and Methodological Foundations of Russian Media Literacy Education in the "Perestroika" Period (1984–1991)

Transformation of Theoretical and Methodological Foundations of Russian Media Literacy Education in the "Perestroika" Period (1984–1991)

Media Literacy Education in the Age of Machine Learning

The media environment has radically changed over the past few decades. Transition and transformation of media platforms has enabled algorithms and automation to take over media processes such as production, content generation, curation, delivery, recommendation, and filtering of information. It has also enabled tracking of users’ actions, data mining, profiling, and the use of computational and machine learning techniques for purposes like behavior engineering, targeted advertisement, spread of mis- and disinformation, swaying political moods, and many others. In the field of media literacy education, the need to understand algorithm-driven media requires educators to re-think the connections between media literacy education and computing education. This article provides an overview of some computational mechanisms of new media, and it provides new perspectives for media literacy education. The article suggests ways of intertwining media literacy education with computing education in order to improve students’ readiness to cope with modern media and to become critical and skilled actors to navigate in the new media landscape.

A Study on the Assessment Tasks of Media Literacy Education in Australian Pearson English Textbooks and Teacher Companions

A Study on the Assessment Tasks of Media Literacy Education in Australian Pearson English Textbooks and Teacher Companions

Media Literacy Education in Uzbekistan, Kyrgyzstan and Turkmenistan

Media Literacy Education in Uzbekistan, Kyrgyzstan and Turkmenistan

Preparing Pre-Service Teachers to Teach Media Literacy: A Response to “Fake News”

Preparing Pre-Service Teachers to Teach Media Literacy: A Response to “Fake News”

Media Literacy Education in Secondary School: Teachers’ Attitudes

Media Literacy Education in Secondary School: Teachers’ Attitudes

A Study on Activation of Chinese Media Literacy Education through an Integrated Approach

A Study on Activation of Chinese Media Literacy Education through an Integrated Approach

Book Review: Fact vs. fiction: Teaching critical thinking skills in the age of fake news

Fact vs. Fiction: Teaching Critical Thinking Skills in the Age of Fake News, is a book full of resources and instructional strategies to help educators teach media literacy skills in today’s fake news environment. Arguably, media literacy skills are needed now more than ever, and this review provides a brief overview and key takeaways from each chapter.

Fake News, Alternative Facts, and Disinformation: The Importance of Teaching Media Literacy to Law Students

Like legal education, media literacy education teaches critical thinking skills. Students with media literacy education are able to evaluate media messages and decide for themselves the truth of media. Media literacy education is critical at all levels, but it should be a required inclusion for every legal education program.

Response to Fake News in the US and Media Literacy Education

Response to Fake News in the US and Media Literacy Education

Christian Education for Preventing Youth Violence : Focusing on Parenting Education and Media Literacy Education

Christian Education for Preventing Youth Violence : Focusing on Parenting Education and Media Literacy Education