A pedagogical effort to conceptualize methods of news consumption. It aims to teach critical thinking skills to assess the credibility of each piece of information in news reports so that news audiences can make informed decisions and judgments.
Published in Chapter:
The Freedom of Critical Thinking: Examining Efforts to Teach American News Literacy Principles in Hong Kong, Vietnam, and Malaysia
Jennifer Fleming (California State University – Long Beach, USA) and Masato Kajimoto (The University of Hong Kong, Hong Kong)
Copyright: © 2016
|Pages: 28
DOI: 10.4018/978-1-4666-9667-9.ch010
Abstract
This study examines how college educators in Hong Kong, Vietnam, and Malaysia adopted and adapted lessons gleaned from a news literacy curriculum developed by journalism instructors at Stony Brook University in New York. In doing so, the chapter situates the emerging field of news literacy within parameters of its parent field, media literacy, and current trends in digitization, globalization, and information freedom. Details on how educators in Asia made a pedagogy designed for American citizens relevant to their students and how they negotiated country-specific social, cultural, and political contexts are included. Future directions in research include more in-depth and comparative understandings of the processes at work in localizing media literacy frameworks as well as an exploration of what media literacy educators in the United States and other democracies can learn from their counterparts in countries where accessing, creating, and disseminating information could be considered subversive activities.