Encounter and counter: Critical media literacy in teacher education

Abstract

This practitioner article describes the recent implementation of critical media literacy (CML) activities in secondary teacher education at a large university in the Southwestern United States. Preservice teachers in a content area literacy course analyzed a variety of media coverage of events that occurred near their university. Using an analytical framework for approaching texts, images, and messages, preservice teachers practiced critical exploration of media sources and motivations while articulating hidden figures of power and authority behind the dissemination of content for public consumption. Highlighting the pursuit of independent media and the cultivation of intellectual self-defense, this "Voices from the Field" article shares curricular artifacts, along with student responses to media and reflections on their developing pedagogies, to show how future teachers developed CML skills in their preservice coursework.

Investigating Omani College Teachers’ Perspective on Critical Media Literacy

“…Ferire (1974) also stressed the importance of actively assisting students in discovering/exploring a level of consciousness about themselves and the world while not pontificating their worldview. This would contribute to pupils' cognitive development with personal insight towards understanding diversity, culture, ethical issues, and community needs (Marlatt, 2020;Gehlert, 2018). Finally, CML can also promote multicultural literacy conceived as understanding and engaging the heterogeneity of cultures that constitute an increasingly global and multi-cultural world (Weil, 1998).…”

“…The five faculty members mostly teach the English language with the four fundamental skills, which are Reading, Writing, Listening, and Speaking. The teachers were first asked to watch the film to raise awareness of the controversial issues covered, such as race, ethnicity, and sexual orientation, mirroring a diverse set of social relations (Marlatt, 2020). After that, the interview sessions were conducted individually in English and lasted for 40-50 minutes maximum in the dedicated participants' offices.…”

“…Media instruction might involve concentrating on only a particular dimension of CML as a practical and effective alternative English class might address CML while analysing themes in a film. Henceforth, it is clear that it could be possible for educators in middle eastern HEI contexts to address specific dimensions of CML to encourage developing a range of foundational CML competencies and a broader understanding of the modern mediasaturated world (Marlatt, 2020).…”

“…Critical awareness of a range of media formats (Bergstrom, Flynn & Craig, 2018) is crucial to promote education, democratic self-expression, and social progress (Dominguez, 2019). The media is often a vehicle for the promotion of problematic 'ideologies' that may perpetuate social injustice, prejudice, and violence often portrayed via racism, sexism, and ethnocentrism (Marlatt, 2020;Kellner & Share, 2005). The goal of critical media literacy is to build awareness of the suggestive character often imbued in such media by analysing how such messages are constructed, delivered, interpreted, and reinforced, leading to an understanding of their impact on society (Jiang & Vetter, 2020;Hobbs, 2011).…”

“…In other words, to understand media critically, the pedagogue needs to ensure the appropriate lens is deployed. It can focus on the essential crux of political, social, economic, and environmental tethering of the issues encountered (Marlatt, 2020;Moore, 2013). Another serious challenge exists, that of instructors themselves being mostly unfamiliar with CML and the reasoning as to why their students may benefit from it.…”