Critical Media Literacy

Since there are no signs of a technological moratorium any time soon, the need to reflect upon digital and critical media literacy is emphasized. I was interested in reading about these literacies because it can help me better understand and be more aware of the implications of technology, since it has infused all areas of my life. The readings of Erstad (2002) and Share (2011) relate to each other because they address the emerging literacies of the information age, but they also discuss the importance of critically using technology and digital media to deconstruct power structures. Share (2002) summarizes some of Freire’s ideas, which connect to a teaching approach that I studied in a second language class. The participatory approach, which is inspired by Freire, addresses the role that education plays in “perpetuating power dynamics in society” (Larsen-Freeman, 2011, p.170). Education should help people free themselves from the social forces that hinder them, which is why this approach advocates for a critical pedagogy in which learning emerges from students and the injustices that oppress them. I’ve also created a Powerpoint presentation in which I describe in further detail critical media literacy skills. Check it out here.

As Erstad (2011) mentions, “children born after 1990 are the first generation growing up with digital media embedded in […] the media culture” (p.99). I connected to this because when I think about my introduction to digitality and my own media consumption, I can’t pinpoint a moment in which I became aware of the digital world or in which I started engaging in a wide variety of media formats. It seems as though digital media has always a presence in my life, and it’s difficult to imagine my life without the technological tools at my disposal. Developing essential digital literacy skills (such as searching, navigating and evaluating) through experimentation with the media and the online world has been a smooth and easy process for me. Nevertheless, there are still certain aspects that I remain very critical about, such as social media. Although this kind of platform has its benefits, such as serving as an instrument for social change, I’ve remained rather disconnected from this way of engaging with my social realities, possibly in an effort to protect my online anonymity.

I’m learning a lot about how to get students involved with media and technology in ways that are different from how they usually engage with the digital world. The website 50 Ways to Tell a Story, gives educators ideas on how to engage students with different technological platforms. I’m discovering how to help students critically analyze the tools they use and the media they are exposed to in order to be better citizens of society, better motivators for social change, and more strategic media consumers. I’m also learning about creating opportunities for students to use media and

technology in order to feel empowered. Through these activities, I think students could develop their critical literacy skills by engaging with social issues that are important to them and that they feel need to be addressed through an accessible platform. This could be achieved through alternative forms of media production in order to expose students to various media genres. This growth relates to the second standard of ISTE Standards for Teachers, as it involves designing and developing digital age learning experiences through the use of contemporary tools. Not only that, I think becoming more aware of critical media literacy is helping me grow in relation to Professional Competency 8 because being able to integrate new technologies also means being able to teach students about the important of critical media literacy skills.

My ideas about empowerment demonstrate where I see myself going, but I have another idea I’d like to explore. I’m interested in popular culture and in the trends that mass media inspires. I always try to keep a critical perspective while exploring popular culture in order to remain conscious of what I’m accessing and evaluating. I would love to learn about ways to incorporate popular culture into my classroom while still developing the critical literary skills of my students. In my next field experience, one of my goals is to have a discussion with teachers about this idea. Afterwards, I could start thinking of activities to address media literacy because I think expanding students’ notion of literacy to include digitality would help them connect with their work and help situate them to thrive in the information age.

Erstad, O. (2011) “Citizens navigating in literate worlds” in Deconstructing Digital Natives: Young people, technology and the new literacies. Michael Thomas (Ed.) New York, NY: Routledge, p. 98-118

ISTE Standards, (2008). ISTE Standards Teachers. Retrieved from: http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf

Share, J. (2002). Teaching the media: Competing approaches, media activism, and core concepts of critical media literacy. In Share, J. (2002) Media literacy is elementary: Teaching youth to critically read and create media. New York, NY: Peter Lang, p. 7-36

#ISTEStandardsforTeachers #MELSCompetency8