Learning to Teach the Media: Pre-Service Teachers Articulate the Value of Media Literacy Education

Learning to Teach the Media: Pre-Service Teachers Articulate the Value of Media Literacy Education

Theresa A. Redmond (Appalachian State University, USA)
Copyright: © 2016 |Pages: 22
DOI: 10.4018/978-1-4666-9667-9.ch002
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Media literacy education (MLE) has been recognized as an important 21st century skill that promotes critical inquiry. Many educative organizations have disseminated papers calling for MLE in PK-12 schooling. Yet, it is unclear how MLE is being incorporated in teacher education programs. This chapter reports research from a qualitative study that aims to examine how pre-service teachers (PSTs) articulate the value of MLE for 21st century teaching and learning while enrolled in a core education course that encompasses media literacy. The author employed a constant-comparative analysis of student data collected from different course sections over three semesters. The results indicate that PSTs value MLE as a pedagogy that promotes effective media integration, fosters critical thinking, and develops curriculum connections. Further, the results suggest that MLE may be useful in cultivating PSTs' technological pedagogical content knowledge (TPCK), in turn developing their skills in technology and media integration.
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The following sections encapsulate the complex history of MLE, beginning with an examination of the research related to the purposes of MLE and continuing in a comprehensive examination of presence, placement, and practice across PK-20 contexts, including a specific focus its inclusion and value within teacher education.

Key Terms in this Chapter

Technological Pedagogical Knowledge (TPCK): A conceptual framework developed by Punya Mishra and Matthew J. Koehler (2006) AU26: The in-text citation "Koehler (2006)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. that builds on the work of Lee Shulman (1986) in describing the knowledge needed to effectively integrate technology into teaching and learning. TPCK represents the complex interconnections between a teacher’s content area knowledge, pedagogical knowledge, and technical knowledge (e.g. expertise with technology).

Pedagogical Knowledge: A concept developed by Lee Shulman (1986) that describes the knowledge that teachers need to effectively enact teaching and cultivate learning; it is the knowledge of the processes and practices of teaching.

Information and Communication Technologies (ICTs): The media and technology through which we access, create, store, disseminate, receive, and communicate information, entertainment, and ideas.

Digital Native: A popular term originally coined by Marc Prensky (2001) that refers to an individual who possess exceptional familiarity with technology tools as a result of being born after web-based, digital media, and computing technologies became widely established.

Pedagogy: The process of teaching or the “how” of teaching; pedagogy is the instructive methodologies of teaching that encompass knowledge of the content, knowledge of the learner, and knowledge of effective strategies for learning and assessment.

21st Century Skills: The knowledge, skills, and expertise necessary for individuals to fully participate in the digital world and global community of the 21st century. Twenty-first century skills include the abilities to access and evaluate information, think critically, solve complex problems, collaborate, and communicate effectively using a range of information and communication technologies (ICTs).

Media Literacy: The ability to access, analyze, evaluate, and communicate via a range of mediums in both print and non-print forms including: words, images, sounds, and multimedia.

Media Literacy Education (MLE): The process and praxis of teaching and learning with, through, and about media where the learning outcome is the acquisition of media literacy skills and the critical habits of mind for analyzing, evaluating, and creating messages in all forms, including print and non-print.

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