Rationale

Why teach critical media literacy?

It is the purpose of schools to ensure that students become educated citizens who can “think clearly and critically…and who are motivated to participate actively in our democratic institutions”  (B.C. Ministry of Education, 1989, p.4.). In order to become educated citizens in today’s society, students must navigate a wealth of information present in our media-rich society. As such, students need to be media literate in order to read, understand and challenge the media which they are constantly engaging with.

Critical thinking is so crucial that it is listed as one of the core competencies in the B.C. Curriculum (B.C. Ministry of Education, 2017). By examining media in the classroom, teachers can have students practice this competency in a meaningful and engaging way (Morrell, 2014). Practicing critical literacy fulfills the facets of this core competency which are:

• Analyze and critique
• Question and investigate
• Develop and design

There are several other benefits of including critical media literacy into the curriculum. Examining the media which students are constantly exposed to adds authenticity and relevance to students’ learning. Students can improve their writing skills as they explore questions that have students reflect on issues such as audience, purpose and credibility (Morrell, 2014).

Questions to consider:

• Who created the text?
• Who is the audience?
• What does the creator want the audience to believe?
• How might different people understand this message differently?
• What lifestyles, values and points of views are represented or omitted from this message?
• Why was this message sent?

(Morrell, 2014; Share & Thoman, 2007).

Finally, having students examine the messages they receive through media gives them the knowledge and skills to “challenge dominant myths, represent marginalized voices and present socially just alternative for [a] vibrant democracy” (Share & Thoman, 2007). Consequently, critical thinking skills are essential in order for students to become not only informed citizens but ones capable of challenging the status quo.

Bibliography:

British Columbia Ministry of Education. (1989). Mandate for the School System Province of British Columbia. Retrieved from the Governance and Legislation Branch website: http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/manual-of-school-law/school-act-related-regulations-and-orders-in-council

This document outlines the Mandate for the School System. It describes the purpose of BC and general policies of the school system. One of the policies includes developing educated citizens to develop in democratic institutions.

B.C. Ministry of Education. (2017). Critical Thinking. Retrieved from https://curriculum.gov.bc.ca/competencies/critical_thinking

This website from the Ministry outlines the core competency of critical thinking and the major facets that are involved in this competency.

Morrell, E. (2014). Popular culture 2.0: Teaching critical media literacy in the language arts classroom. New England Reading Association Journal, 50(1), 5.

This article discusses how teaching critical media literacy can help increase engagement in literacy among students. This is because critical media literacy helps students participate meaningfully in youth popular culture and make connections between literacy practices. Using media, students interest and cultural practices can be incorporated while at the same time students can develop critical skills to analyze cultural texts. This article highlights many of the benefits but the observations are anecdotal rather than quantitative.

Share, J. & Thoman, E. (2007). Teaching Democracy: A Media Literacy Approach.National Centre for the Preservation of Democracy. Retrieved from http://www.medialit.org/cml-medialit-kit

This document explains why media literacy skills are critical for students to become democratic citizens in today’s media-rich society. It provides five critical questions that students can use to critically analyze media. In addition, it suggests a number of resources for educators such as reflection tools and strategies teachers can use.