Critical Media Literacy Program 2017

Administrator upload of conference program

Critical Media Literacy Program

Conference Progra

Critical Media Literacy Conference Program 2018

Conference Progra

Media Literacy: An Alternative to Censorship

Media literacy education has come a long way since the 1970s, when the first "critical thinking" courses were introduced in a few American schools. Most educators today understand that with the revolutionary changes in communication that have occurred in the last half-century, media literacy has become as essential a skill as the ability to read the printed word. Equally important, media literacy education can relieve the pressures for censorship that have, over the last decade, distorted the political process, threatened First Amendment values, and distracted policymakers from truly effective approaches to widely shared concerns about the mass media's influence on youth

Audiences, Intertextuality and New Media Literacy

This article explores intertextuality as a technique that can be used to bridge old and new media literacies for teachers and students who hope to move beyond the textbook model of instruction into a world of online resources, flexible pedagogies and innovative designs for learning. These include the uses of online archives, media studies techniques, participatory knowledge creation, and multimedia analysis and production.Radio-Television-Fil

Foregrounding Morality: Encouraging Parental Media Literacy Intervention Using the TARES Test for Ethical Persuasion

In the United States, children are exposed to literally hundreds of thousands of television commercials a year and virtually every aspect of kids’ lives are replete with commercial messages. The negative effects of this exposure are well documented. Yet, there remains very little regulation or limit on advertising to children beyond that which exists for adults. Additionally, only about 1/3 of U.S. parents wish for stronger controls. This presents a challenge for media literacy scholars and practitioners. Research has shown that, when presented with information about the negative effects of commercial messages, parents are more likely to adopt some form of media literacy intervention. In this study, we test to see if framing the concept of advertising to children as being unethical (using the TARES test) will increase parents’ willingness to engage in medial literacy intervention techniques. Results show that when advertising to children is framed as being unethical, parents indicated more of a willingness to engage in concept-oriented communication as a media literacy intervention than when the negative effects of advertising is presented without framing it from an ethical perspective

Media Literacy Policy in Flanders – Belgium: From Parliamentary Discussions to Public Policy

The discussion on media literacy in Flanders starts in the Flemish Parliament in 2006. It will take until 2013 before the Flemish Government will set up the Knowledge Center for Media Literacy—Mediawijs. Flanders is therefore rather late in establishing a dedicated institute for media literacy. The same can be said for developing a formal policy framework in relation to media literacy. This article starts with a theoretical discussion of three major trends in the current media literacy debate. The article moves on to describe and analyze Flanders media literacy policy debates and policy formulation. It highlights the development and remit of the Knowledge Center for Media Literacy and discusses the innovative role of the public service broadcaster in relation to media literacy. It ends with a reflection of how Flanders media literacy policy can be situated within the theoretical discussion

Media Literacy Education from Kindergarten to College: A Comparison of How Media Literacy Is Addressed across the Educational System

This study of media literacy education at all levels of the educational system considered faculty perceptions of student media literacy competencies, the extent to which media literacy is addressed in class, and the extent to which faculty members consider media literacy education to be important. Data suggest that despite the research and policy focus on media literacy at the K-12 level, educators reported addressing media literacy competencies most frequently within higher education. Results also suggested that training and experience, not youth or digital nativity, are the factors that lead to an interest in teaching about media literacy among faculty

Integrating Media Literacy into General Education Core Courses for Undergraduates

This study aimed to understand the essential nature of media literacy, evaluate pre-developed higher education classes for existing media literacy context, and recommend best practices for incorporating media literacy into an undergraduate curriculum. This mixed-methods study of media literacy in undergraduate college courses explored the presence and absence of media literacy lessons within core classes by auditing 15 online course shells accessed through the university’s Learning Management System (LMS). Specifically, all the courses surveyed included the first skill of media literacy, Access; 33% of the classes included Analyze; 27% included Creation; 20% included Reflection; and 20% included Action. Once the audit was complete, the author interviewed media literacy experts to contextualize the importance of media literacy. The author recommends integrating media literacy into existing core classes through assignments, discussion prompts, and updated Program and Course Level Outcomes. If followed, the recommended addition of assignments and discussion prompts would more than double the media literacy skills included in the core classes. In addition, the changes could emphasize the higher-level thinking arenas of education as set forth in Bloom’s Taxonomy. Separately, the author advocates for the addition of professional development for educators at all levels on how to add media literacy into their subjects