Mapping the Inclusion of Children and Youth With Disabilities in Media Literacy Research.

Autor/inn/en	Sousa, Carla; Costa, Conceição
Titel	Mapping the Inclusion of Children and Youth With Disabilities in Media Literacy Research.
Quelle	In: Media and Communication, 10 (2022) 4, S. 400-410 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2439
DOI	10.17645/mac.v10i4.5769
Schlagwörter	Disability Studies; Soziale Ungleichheit; Jugend; Medienkompetenz; Medienpädagogik; Jugend; Kind; Soziale Ungleichheit; Medienpädagogik; Behinderung; Medienkompetenz; Kind; Inklusion; Behinderung; Disability Studies
Abstract	The way we communicate and make meaning in a complex socio-technical infrastructure demands multiple literacies. Media-literate citizens must be able to create, evaluate and effectively use information, media, and technology. The pandemic context demanded increased online learning and work, highlighting the importance of media literacy in citizens' lives. Although in recent years, crucial reforms have happened in education for children with disabilities, media education for them is residual and framed on medical concepts neglecting how disability is socially constructed. Aiming to map recent research (2015-2021) in the field of media literacy and children with disabilities, a systematic literature review was conducted. The number of articles obtained from a search for "media literacy and children" in the scientific databases (N = 1,175) supports the relevance of media literacy in research. Filtering these data for "children with disabilities" reveals an inexpressive sample, with 12 articles included in the study after the eligibility phase. The overall results indicate that this population is significantly underrepresented in media literacy research, explained by a low prevalence of studies with disabled children as an audience. Moreover, research designs have shown a greater focus on conceptual approaches, highlighting a deficit of fieldwork and tangible interventions. Strong ableist media discourses emerged as a barrier to the promotion of media literacy in this population, with a clear mismatch between media representations and the current disability paradigms, besides all the positive aspects of the actions registered in the sample.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2023/1