To guide or to be the sage: children’s responses to varying facilitator prompts following a media literacy education curriculum in the United States

Sekarasih, Laras; McDermott, Kimberly W.; O'Malley, Donica; Olson, Christine M.; Scharrer, Erica

doi:10.1080/17482798.2016.1157503

Cited by 9 publications

(1 citation statement)

References 20 publications

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“…Essential competencies in media literacy programs (Hobbs, 2010) should include skills and constructs such as access, analysis and utilization, creation, reflection, and action. Previous research has highlighted that media education should discuss easy access to media (Olson & Pollard, 2004), balance “empowerment” and “protectionist” orientations (Sekariashih, McDermott, O’Malley, Olsen, & Scharrer, 2016), provide usage skills and content creation skills (Sekariashih et al, 2016), not discourage healthy media use or exposure (Sekariashih et al, 2016), and provide the tools needed to compare and contrast media from different cultures and countries (Hobbs, 2010). Media education should likewise provide an avenue for consumers to question the intentions and contents of media that they consume (Ey, 2014; Rodesiler, 2010) and aim to ensure that consumers do not perceive media as reflecting the real world (Robillard, 2012).…”

Section: Popular Music Media Literacy: Recommendationsmentioning

confidence: 99%

Popular Music Media Literacy: Recommendations for the Education Curriculum

Wright

Carpentier

et al. 2019

Policy Insights from the Behavioral and Brain Sciences

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Advances in technology have made music more readily accessible and geographic distance irrelevant in dissemination of music. Greater access to popular music has resulted in greater consumption by both children and adolescents. Popular music in the United States may contain the most sexual content, compared with other forms of media. Exposure to such content is associated with the development of gender ideals and identity, objectification and sexualization of women, permissive sexual attitudes and risky sexual behaviors, as well as greater acceptance of sexual and gendered violence. Even so, current education standards do not include media literacy, much less popular music media literacy, and do not prepare children for best practices related to media consumption. Some of the inadequacies in current education standards include introducing education about media influence on personal development at an age far later than children’s engagement with contemporary media, avoidance of controversial topics, and not making this education compulsory. Considering the lack of media literacy provided in the curriculum, we outline specific foundational curricular recommendations related to media education and specifically for popular music media literacy.

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Section: Popular Music Media Literacy: Recommendationsmentioning

confidence: 99%

Popular Music Media Literacy: Recommendations for the Education Curriculum

Wright

Carpentier

et al. 2019

Policy Insights from the Behavioral and Brain Sciences

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Teaching about Media Violence

Scharrer

2018

The International Encyclopedia of Media Literacy

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The topic of violence in the media has fueled considerable public and scholarly controversy and concern and has inspired decades of social science research. Those who conduct research on teaching about media violence through media literacy education tend to take up the position of intervention, with studies that test whether such instruction can bolster critical attitudes and orientations toward media violence and perhaps make negative media violence effects less likely to occur. There is mixed evidence for some of these outcomes and general indication of complexity in student responses to teaching about media violence.

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