The Neutrality Myth: Integrating Critical Media Literacy into the Introductory Communication Course

Autor/inn/en	Mapes, Meggie; Kraus, Lindsey; Parviz, Elnaz; Morgan, Joshua
Titel	The Neutrality Myth: Integrating Critical Media Literacy into the Introductory Communication Course
Quelle	In: Basic Communication Course Annual, 33 (2021), S.2-26, Artikel 4 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1546-2331
Schlagwörter	Critical Literacy; Media Literacy; Communications; Introductory Courses; Information Literacy; News Media; Ideology; Theory Practice Relationship; Praxis; Social Media; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Kritisches Lesen; Media skills; Medie competence; Medienkompetenz; Nachrichtenwesen; Einführungskurs; Informationskompetenz; Ideologie; Theorie-Praxis-Beziehung; Soziale Medien
Abstract	Our current cultural moment requires reflective urgency. COVID-19 has forced a collective pedagogical confrontation with new media's materiality, and how such materiality intersects with, for example, the public speaking traditions within introductory communication courses. While COVID-19 has spotlighted online-only educational conversations, our disciplinary need to refocus new media introductory course curricular practices pre-dates the pandemic. This essay extends Rhonda Hammer's (2009) critical media literacy framework into the introductory course, a practice whereby students are empowered to "read, critique, and produce media" rather than be passive consumers. We explore critical media literacy as pedagogically fruitful in identifying and resisting dominant ideologies that sustain inequalities through new media, focusing on information, power, and audience as core pedagogical principles that can re-shape introductory content and teaching. (As Provided).
Anmerkungen	University of Dayton Department of Communication at eCommons. 300 College Park, Dayton, OH 45469. e-mail: BCCAeditor@clemson.edu; Web site: https://ecommons.udayton.edu/bcca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01