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In today’s day and age, we are becoming more and more technology dependent. Our smartphones, laptops, and tablets are always in our hands and on our laps. We are constantly bombarded by advertisements, pop ups, and notifications as we secure our connection to our social media, search engines, and to the greater global online community. As teacher candidates we spend a lot of time staring into the screen, for work and pleasure, as our students will and already do. However, we want to be sure that our students are looking critically at what happens on the screen, on the internet, and in the media. We don’t want passive viewers, we want analytical thinkers who can critically delve deeper into what they see and hear in the media.
Four theoretical approaches to Critical Media Literacy:
Protectionist Approach
This approach attempts to protect children from the media and it’s messages. Typically, this view paints the audience as passive viewers who need to be sheltered from the dangerous messages in the media. Political activists may use this approach to push their agenda, by blaming the media. This view, ultimately, takes away the audience’s power to change or challenge the messages in media.
Media Arts Education
A media arts education is more about understanding the aesthetics of the media arts and how to use it creatively. The focus here is more on individual artistic expression and less on consciously analyzing media content in a critical way. Share (2006) argues that this form of media education fails at transforming the student’s understanding of how media interacts with power, class, race, and gender.
Media Literacy Movement
This movement started in the United States and has made it’s way into many classrooms across the country. This broad movement has a digital and media literacy focus, and organizations like The Alliance for a Media Literate America are leading the way in US. They offer Media Lit Kits, resources, research, and lesson plans.
Critical Media Literacy
Critical media literacy looks at the ideology and power in media and challenges the idea of a apolitical or neutral media. It allows students to explore how power, media, and information are linked and takes a multi-perspective approach that addresses issues of class, power, gender, and race that encourages students to think critically and challenge the mainstream media messages (Share, 2006). Check out this Canadian website, Association for Media Literacy, for more resources, lesson plans, and information about critical media literacy.
These views on media literacy move from a protectionist to a social justice themed approach, however, they are not meant to rigid pedagogical approaches. Indeed, teachers may wish to use parts of each approach as it applies to their classroom. However, this author argues that equipping our students with the critical thinking skills to navigate our digital world is an important aspect of education and will greatly benefit and help prepare our students for the future.
Bibliography
- Share, J. S. (2006). Critical media literacy is elementary: A case study of teachers’ ideas and experiences with media education and young children (Dissertation). University of California, Los Angeles. Retrieved from: http://search.proquest.com.ezproxy.library.ubc.ca/docview/305349077?pq-origsite=summon