Socially shared inquiry with media and information literacy teachers

Gaps and ways forward

Bibliographic Data

ID21785699
AuthorsMadelyn Garcia (0000-0002-8327-5530, University of the Philippines Los Baños, corresponding author)
Year2022
Volume47
Issue4
Pages485-497
Publication date2022-10-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLearning Media and Technology (JOURNAL)
Journal identifiersISSN: 1743-9884 • E-ISSN: 1743-9892
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17439884.2022.2035396
OpenAlexW4210750149
LanguageEN
Citations received1
References cited19

This paper explores the teachers’ collective constructions of Media and Information Literacy (MIL) and examines several gaps and ways forward in implementing the curriculum. Consistent with the participatory and self-reflexive framework of Socially Shared Inquiry, the researcher conducted focus group workshops with seven MIL teachers from select public senior high schools in the Philippines. The findings provide insights into the teachers’ media experiences that correspond to their view of essential components and competencies of MIL. Institutional issues and challenges were elicited and analyzed, enabling the teachers to propose several solutions to these salient issues. These recommendations offer practical implications for the enhancement of MIL education, including the curricular reform that lends itself more to learning about media, and a needs-based professional development of MIL teachers. It is hoped that the findings would resonate with MIL researchers and practitioners in terms of examining how MIL is operationalized in various contexts

Citizen journalism · Curriculum · Focus group · Literacy · Mathematics education · Operationalization · Pedagogy · Political science · Public relations · Reflexivity · Salient · Social media · Sociology · Child Development and Digital Technology · Digital Storytelling and Education · Literacy, Media, and Education · Psychology

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