Show Summary Details

Page of

Printed from Oxford Research Encyclopedias, Education. Under the terms of the licence agreement, an individual user may print out a single article for personal use (for details see Privacy Policy and Legal Notice).

date: 18 February 2025

Critical Media Literacy in Teacher Education, Theory, and Practicelocked

Critical Media Literacy in Teacher Education, Theory, and Practicelocked

  • Jeff Share, Jeff ShareUniversity of California Los Angeles
  • Tatevik MamikonyanTatevik MamikonyanSchool of Education, University of California Los Angeles
  • , and Eduardo LopezEduardo LopezUniversity of California Los Angeles

Summary

Democracy in the digital networked age of “fake news” and “alternative facts” requires new literacy skills and critical awareness to read, write, and use media and technology to empower civic participation and social transformation. Unfortunately, not many educators have been prepared to teach students how to think critically with and about the media and technology that engulf us. Across the globe there is a growing movement to develop media and information literacy curriculum (UNESCO) and train teachers in media education (e-Media Education Lab), but these attempts are limited and in danger of co-optation by the faster growing, better financed, and less critical education and information technology corporations. It is essential to develop a critical response to the new information communication technologies, artificial intelligence, and algorithms that are embedded in all aspects of society. The possibilities and limitations are vast for teaching educators to enter K-12 classrooms and teach their students to use various media, critically question all types of texts, challenge problematic representations, and create alternative messages. Through applying a critical media literacy framework that has evolved from cultural studies and critical pedagogy, students at all grade levels can learn to critically analyze the messages and create their own alternative media. The voices of teachers engaging in this work can provide pragmatic insight into the potential and challenges of putting the theory into practice in K-12 public schools.

Subjects

  • Education and Society

Updated in this version

The authors made minor revisions to this text to reflect more recent scholarship. The reference list and further readings have similarly been updated.

You do not currently have access to this article

Login

Please login to access the full content.

Subscribe

Access to the full content requires a subscription