8-2: Building Media Literacy

     One of the most important things today's teachers need to ensure they integrat into their curricula is the building of media literacy skills. Media literacy is described as the ability to access, analyze, evaluate, and produce communication in a variety of forms (Sheilbee & Rogow, 2008). Media literacy education truly began in the United States Students in the 1970s with an emphasis on keeping students safe, and has since evolved into lessons on critical thinking and media production (Scheilbe & Rogow, 2008). Those students who possess the necessary skills in media literacy will become more successful in the 21st century because they will be more prepared for the global world they now live in.
     Media literacy is important for a variety of reasons. First, media literacy teaches students how to be safe and cautious on the Internet. Media literacy also teaches students to use their judgement, critical thinking, and evaluate the information presented to them. Students can also discover valuable lessons in producing messages that can be both positive and negative. All of these skills are crucial for success in this day in age.

     Students need to learn how to make safe, informed decisions when utilizing the Internet (EAVI Channel, 2013). Students must understand that there are a variety of unknown, uncontrollable factors that exist on the Internet. Students need to know how to watch out for any potential dangers, recognize them when dangers are present, and know the proper steps to staying safe. Media literacy skills will help students recognize these potential dangers and keep them safe.

     In expanding their horizon about media literacy, students learn how to think critically about the messages they are presented with (Scheilbe & Rogow, 2008). Students learn not to trust everything they see or hear, and develop an awareness of issues of credibility (Scheilbe & Rogow, 2008). Teachers can support media literacy skills such as this one across the curriculum by teaching about the difference between fiction and non fiction. Is everything you see or hear necessarily true? Or is it fiction?

     Another important skill students learn is how to create both positive and negative messages. Students who use technology are capable of sharing ideas and thoughts with others around the world (EAVI Channel, 2013). However, students must learn how to share appropriate, respectful messages instead of hurtful ones. Teachers can model how to put out media messages and inform students of the topics that are appropriate to share with others (Module eight, n.d.). 

     There are many simple ways for teachers to integrate media literacy skills into their curriculum to enhance the success of 21st century students. Scheilbe & Rogow (2008) describe a variety of methods of media literacy integration. One of my favorites is designing assessments that require more than one type of media source. Students could be asked to research using newspapers, online articles, and scholarly journals. Students could then present their information in different ways (presentations, word clouds, or digital stories) and gain experience in utilizing different types of media (Scheilbe & Rogow, 2008). Teachers must acknowledge and integrate media literacy skills into their curriculum in order to help students become as successful as possible.

References

EAVI channel (2013, Jan 29). EAVI EN- A journey to media literacy. YouTube. Retrieved from https://www.youtube.com/watch?annotation_id=annotation_455085&feature=iv&src_vid=99SZ2zVCDb0&v=CmY_H5DjSEM

Module eight: Media literacy in a 21^st century global society (n.d.). Retrieved from bb.snhu.edu

Scheilbe, C. & Rogow, F. (2008). 12 Basic ways to integrate media literacy and critical thinking into any curriculum (3^rd ed.) Ithaca, NY: Project Look Sharp.