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How to Incorporate Media Literacy into Your Curriculum

 

 

Students need to understand how to handle the constant flow of incoming information from the media. With the numerous messages we are bombarded with everyday, it is not possible to store all of the information we encounter. Educators need to show their students what skills are necessary for analyzing media messages and using them to make knowledgeable decisions. This could start with something as simple as engaging in activities where students simply analyze advertisements, to more complicated activities that employ moral criteria to more controversial topics. Media literacy activities should encourage deep thinking and provide our students with the ability to make informed decisions and opinions that will affect their lives now and into the future.

Fuxa, R. (2012). What “Dirty Dancing” taught me about media literacy. Journal of Media Literacy Education, 4(2), 179-183. Retrieved from: http://tinyurl.com/lp44c4k

Media literacy allows people to find the underlying personal, political, and corporate messages in most forms of media. This gives people the voice to stand up to these messages and speak up for the unrepresented. Teaching media literacy should be a community-wide effort and shouldn't stop just at school. Students should continue to practice media literacy skills at home and in public. There are many programs that a community can become a part of in order to teach media literacy. These include News Literacy Project, Common Sense Media, and many more.

Andrea Quijada, executive director of Media Literacy Project, discusses an activity for students where they take an advertisement, decode the hidden messages within the ads, and create a new advertisement revealing the hidden messages.

Boss, S. (2011, January 19). Why media literacy is not just for kids [blog]. Retrieved from:

http://www.edutopia.org/blog/media-digital-literacy-essential-all-citizens-suzie-boss

TEDxTalks. (2013, February 19). Creating critical thinkers through media literacy: Andrea Quijada TEDxABQED [video file]. Retrieved from:

https://www.youtube.com/watch?v=aHAApvHZ6XE

I.S. 303, a middle school in Brooklyn teaches a mnemonic device to their students to help them determine the reliability of news articles. The device is “Im vain” and follows these guidelines:

  • Independent sources are preferable to self-interested sources.

  • Multiple sources are preferable to a report based on a single source.

  • Sources who Verify or provide verifiable information are preferable to those who merely assert.

  • Authoritative and/or Informed sources are preferable to sources who are uninformed or lack authoritative background.

  • Named sources are better than anonymous ones.

O’Connor, R. (2014, October 8). Practical tools for teaching news literacy. The New York

Times. Retrieved from:  http://tinyurl.com/meyb9zf

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