Middle School Students’ Analysis of Political Memes to Support Critical Media Literacy

Bibliographic Data

ID15016512
AuthorsPatricia G Elmore (corresponding author), Julianne M Coleman, Julianne Coleman (0000-0003-4445-4795)
Year2019
Volume63
Issue1
Pages29-40
Publication date2019-07-01
Open AccessYes
TypeARTICLE
VenueJournal of Adolescent & Adult Literacy (JOURNAL)
Journal identifiersISSN: 1081-3004 • E-ISSN: 1936-2706
PublisherWiley (PUBLISHER • GB)
DOI10.1002/jaal.948
OpenAlexW2915022439
LanguageEN
Citations received11
References cited2

Political memes are argumentative visual texts commonly encountered on social media. Through the strategic combination of imagery and captions, a political meme presents information as fact about a topic, an individual, or a specific group. The power of political memes can be attributed to their viral nature and their effects on public discourse and perceptions. To critically read a political meme, students must be equipped with critical media literacy skills. This article describes how action researchers engaged 56 middle school students in the rhetorical analysis of political memes with the goal of supporting critical media literacy skills through practical application. The two‐week study took place in the Southeastern United States at a rural school. Students determined that the political memes created false binaries, appealed to group identities, drew on macro and micro sociopolitical contexts, and used strategic visual arrangements to form an argument. Critical media literacy is imperative given the prevalent and viral nature of media and its effects on people and public policy

Argument (complex analysis · Argumentative · Critical literacy · Information literacy · Linguistics · Literacy · Media literacy · Media studies · Pedagogy · Political science · Politics · Rhetorical question · Social media · Sociology · Media Studies and Communication · Misinformation and Its Impacts · Social Media and Politics

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