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Investigating Approaches to Media Literacy: An Analysis of Media Literacy Organizations

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Date Issued:
2016
Summary:
Media literacy is a competency needed for success in the 21st century yet a clear purpose does not exist that is useful in curriculum design. The purpose of this study was to investigate a combined (eclectic) approach to media literacy education according to selected international media literacy organizations. Determining an eclectic approach from subject area experts will be useful in designing and integrating media literacy curriculum. Methodologically, this study was a qualitative content analysis and is thematic in nature using a constant comparative method of analysis. Supporting frameworks were established through standards based curriculum development and Schwab’s (1969, 1971, 1973, 1983) ideas of practical deliberation. Purposive heterogeneous sampling was utilized in identifying media literacy organizations from countries considered leaders in media education. This included organizations from Australia, Canada, and the United Kingdom. The primary approaches throughout all identified countries include an arts, critical, literacy, protectionist, and tool approach to media literacy. Through the process of curriculum deliberation, it is necessary to reconcile these approaches into one eclectic approach. Although individual subject areas may focus on one approach, it is important to consider all approaches equally during curriculum deliberation. In comparing an eclectic approach to Florida language arts standards (modeled after the Common Core State Standards), it was discovered that an eclectic approach to media literacy is not present. These standards focus almost exclusively on a literacy approach despite state statue requiring the full integration of media literacy. Language arts standards also remain focused on print media despite acknowledging that students should be prepared for success in the 21st century. This is a media saturated world and every subject should implement media literacy principles and approaches that prepare students to succeed in it.
Title: Investigating Approaches to Media Literacy: An Analysis of Media Literacy Organizations.
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Name(s): Francis, Michael, author
Hyslop-Margison, Emery, Thesis advisor
Florida Atlantic University, Degree grantor
College of Education
Department of Curriculum, Culture, and Educational Inquiry
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2016
Date Issued: 2016
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 202 p.
Language(s): English
Summary: Media literacy is a competency needed for success in the 21st century yet a clear purpose does not exist that is useful in curriculum design. The purpose of this study was to investigate a combined (eclectic) approach to media literacy education according to selected international media literacy organizations. Determining an eclectic approach from subject area experts will be useful in designing and integrating media literacy curriculum. Methodologically, this study was a qualitative content analysis and is thematic in nature using a constant comparative method of analysis. Supporting frameworks were established through standards based curriculum development and Schwab’s (1969, 1971, 1973, 1983) ideas of practical deliberation. Purposive heterogeneous sampling was utilized in identifying media literacy organizations from countries considered leaders in media education. This included organizations from Australia, Canada, and the United Kingdom. The primary approaches throughout all identified countries include an arts, critical, literacy, protectionist, and tool approach to media literacy. Through the process of curriculum deliberation, it is necessary to reconcile these approaches into one eclectic approach. Although individual subject areas may focus on one approach, it is important to consider all approaches equally during curriculum deliberation. In comparing an eclectic approach to Florida language arts standards (modeled after the Common Core State Standards), it was discovered that an eclectic approach to media literacy is not present. These standards focus almost exclusively on a literacy approach despite state statue requiring the full integration of media literacy. Language arts standards also remain focused on print media despite acknowledging that students should be prepared for success in the 21st century. This is a media saturated world and every subject should implement media literacy principles and approaches that prepare students to succeed in it.
Identifier: FA00004592 (IID)
Degree granted: Dissertation (Ph.D.)--Florida Atlantic University, 2016.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Subject(s): Mass media in education.
Media literacy--Curricula.
Visual learning.
Information technology--Management.
Mobile communication systems in education.
Creative thinking--Study and teaching.
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Links: http://purl.flvc.org/fau/fd/FA00004592
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00004592
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.