Media Literacy in the Age of COVID and Climate Change

Autor/inn/en	Miller, Jocelyn; Rost, Linda; Bryant, Connor; Embry, Robyn; Iqbal, Shazia; Lannoye-Hall, Claire; Olson, Missie
Titel	Media Literacy in the Age of COVID and Climate Change
Quelle	In: Science Teacher, 88 (2021) 6, S.20-29 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Media Literacy; COVID-19; Pandemics; Climate; Science Education; Scientific Concepts; Misconceptions; Science Instruction; Instructional Design; Scientific Literacy; Science Process Skills; Georgia; Indiana; Michigan; Minnesota; Montana; Texas + Suchen Sie Ihr Suchwort? Media skills; Medie competence; Medienkompetenz; Klima; Naturwissenschaftliche Bildung; Missverständnis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	In March of 2020, the world of education was upended. Teachers and students across the globe abruptly left their classrooms. Once taught in abstraction, science concepts became national headlines, no longer relegated to textbooks. Misinformation began spreading faster than any virus, and for many science teachers, addressing scientific untruths became the primary focus of their profession. Telling students a source is not credible, or reviewing the Nature of Science is only a temporary fix--the urgency of providing students the ability to make scientifically informed decisions by addressing data and media literacy must be recognized. Battling half-truths and conspiracy theories is not new to science education--as any climate science teacher can confirm--but the pandemic is unique to this generation. For the first time, a global crisis affects every student worldwide simultaneously, and its impacts are immediate. The slurry of misinformation students and communities believe, share, and politicize has prompted a team of seven teachers from six states--Georgia, Indiana, Michigan, Minnesota, Montana, and Texas--to develop a unit addressing media literacy. It was essential to design the unit so that it could be taught virtually, blended, hybrid, or in-person, and could be applicable both to the pandemic and to other ongoing misinformation crises like climate change. For the sake of simplicity, the authors will describe the unit in two parts in this article: (1) Media Literacy; and (2) Scientific Literacy. Linda Rost, the facilitator in Baker, Montana, conducted the unit primarily in-person, with some students participating virtually. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01