You do not need to be technologically savvy to be media literate. The oldest form of media is print, after all. Whether teachers teach their students how to think critically by looking at Shakespeare’s intended meanings, J.K. Rowling’s hidden messages, or a magazine cover, it is important that students know how to deconstruct texts, messages, biases, symbols, and the like. Renée Hobbs’ article Seven Great Debates in the Media Literacy Movement discusses the advantages and disadvantages about media literacy education in K-12 schools. I must admit, it was a little surprising to read so many negative responses towards bringing media literacy into elementary school classroms. The fact that there is a backlash at all seems counter-productive and counter-intuitive to living in the 21st century. I actually found it difficult to find an article about the backlash of media literacy on education and young children. In all of my Google searches, “backlash of media literacy”, “media literacy is bad”, “should media literacy be taught in schools?”, “no more media literacy”, I found nothing but support in bringing media literacy into educational institutions. The more common argument in support of media literacy is that “media literacy is no longer separable from education” (Making a Case for Media Literacy in the Classroom). Training in reading, arithmetic, social studies, language arts, mathematics, science, drama, dance, music, physical education, etc. are not hindered by the addition of media literacy in the classroom. In fact, many would say that they are enhanced. As an example, when face to face with a website such as www.dhmo.org, a website warning the general public about the dangers of Dihydrogen Monoxide (a.k.a. the scientific name for “pure water”), even adults are vexed and deceived by the information. This website was made with the intent of illustrating how the lack of scientific literacy can lead to misplaced fears, and indeed, those without scientific literacy and the general public at large could easily be deceived by such a website. It provides the reader with a long list of scary warnings that seem legitimate, it appears to have research embedded within the website and it is written in a formal and believable voice. This website was recently presented to my class of university students and alas, those who had no previous experience decoding the website were fooled by it. So, with decades less experience, why wouldn’t children believe what’s presented to them in the media, regardless of their better judgement? Children should to be taught the motives, goals, and objectives behind media. Young minds need to be taught the foundation of thinking critically in all facets, in literature, in literacy, in watching a movie, in playing a video game, in tinkering with virtual playgrounds, etc. Looking at: and: How would those who believe that “the critical educational objective should be to reverse young people’s unhealthy dependence on media messages” (Hobbs, 17), go about reversing, deconstructing, analyzing, and critiquing the media that is embedded in the forefront of children’s minds? If we as educators have the power, if not to reverse, then to reduce the risk of “violence, materialism, nutrition and body image, risk-taking behaviors, distortion and bias
in reporting, and racial, class, gender, or sexual identity stereotyping” (17), we should, unquestionably, rise to the occasion. Here, as related to this topic, is a Wordle that I created on the subject “The Misuse of Social Media”. As a side note, this is proof of the importance of media as one might imagine that an assignment such as this would be given by a course related to media literacy, but the misuse of social media was a topic I chose in a myriad of other important social issues in today’s society. This assignment, matched with a meme component, was given by my Social Studies teacher with the intention to capture and transmit complex ideas in a highly communicative manner – media!
1 Comment
Helen DeWaard
1/22/2017 10:31:46 am
Media integration into the classroom is certainly becoming ubiquitous to standard teaching practice. Yet there is now a growing demand for 'digital literacy' and 'cultural literacy' and 'information literacy', not to mention 'digital citizenship'.
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