An integrated model of literacy
The definition of text is constantly changing. Literacy researchers believe that there is a need to “diversify the kinds of texts [educators] choose to integrate into [the] curricula” (Remond 2015, p.10). It is important to establish the idea that “media literacy recognizes and values the complex assortment of non-print and non-alphabetic texts” (Remond 2015, p.10). Scholars argue that there should be an inclusive model to integrate multiple different kinds of text. Also, there are other advantages in using current information and connecting student with pop culture. Students are also more interested in learning when they are studying about current news and events (Redmond 2015; Mihailidis & Cohen 2013; Moore 2013). Moreover, by closely studying current events, students develop a “greater appreciation of the sheer number of voices that exist online and the implications such diversity has for the powerful, the repressed, and all the stakeholders that have an online voice”. (Mihailidis & Cohen 2013, p. 13). |
Bloom’s taxonomy
“The fundamental difference between traditional literacy and media literacy are critical thinking and creative problem-solving competences where students learn to evaluate and create texts in all forms” (Redmond 2015, p.11). Higher-level cognitive skills are favored in media literacy education. Students learn “to develop their capacities for critical thinking and media message deconstruction” (Redmond 2015, p.14). It is important to provide students with opportunities to analyze, evaluate and synthesize learned information. |
Teacher’s attitudes
“However, because [news] are so unpredictable and can intersect uncomfortably with national party politics, many educators in K-12 settings tends to shy away from using news and current events in their teaching” (Moore, 2013, p.326). Educators who are interested in supporting students’ media literacy educations should be flexible to adapt to the unpredictability of news. Moore (2013) asserts that certain classroom principles can be used as guidelines to effectively integrate news into education. Educators need to be more mindful of the social contextual factors that may contribute to the current issue of debate. Furthermore, Moore (2013) suggests that ongoing professional development opportunities should be provided for educators to better help students develop media literacy skills. |
Now that we can envision curriculum change to help students better develop media literacy competencies, what are some practical resources for educators? Read the next section to find out more!
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