Media Literacy Pedagogy: Critical and New/Twenty-First-Century Literacies Instruction

Autor/in	Westbrook, Nalova
Titel	Media Literacy Pedagogy: Critical and New/Twenty-First-Century Literacies Instruction
Quelle	In: E-Learning and Digital Media, 8 (2011) 2, S.154-164 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.2304/elea.2011.8.2.154
Schlagwörter	Constructivism (Learning); Technology Planning; Models; Global Approach; Educational Technology; Cognitive Psychology; Sociolinguistics; Ethnography; Educational Environment; Educational Theories; Psychoeducational Methods; Critical Theory; Educational Principles; Reports; Federal Programs; Public Agencies; Educational Policy; Public Policy; Policy Analysis; Economic Factors; Media Literacy; Cognitive Science; Teaching Methods + Suchen Sie Ihr Suchwort? Analogiemodell; Globales Denken; Unterrichtsmedien; Kognitive Psychologie; Soziolinguistik; Ethnografie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational theory; Theory of education; Bildungstheorie; Kritische Theorie; Bildungsprinzip; Abschlussbericht; Berichten; Öffentliche Einrichtung; Politics of education; Bildungspolitik; Öffentliche Ordnung; Politikfeldanalyse; Ökonomischer Faktor; Media skills; Medie competence; Medienkompetenz; Kognitionswissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article offers a conceptualization of media literacy pedagogy in light of National Education Technology Plan efforts, which name teaching as one of five essential areas to build an education system that can increase as well as sustain the United States' economic growth and prosperity in the global economy. In particular, two distinct forms--critical media literacy, with origins in the Frankfurt and cultural studies tradition, and new/twenty-first-century literacies instruction, the result of socio-linguistic and ethnographic traditions--can be evaluated from Fenstermacher & Richardson's quality in teaching model that includes assessment based on the process-product paradigm, cognitive science, and constructivism. This article concludes that, while all three of these research programs may help to gauge media literacy models of pedagogy in general, constructivism, and to a lesser extent cognitive science, may be the most appropriate paradigms. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10