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"Media education and the limits of "literacy

Ecological orientations to performative platforms

Bibliographic Data

ID4529893
AuthorsT Philip Nichols (0000-0002-8648-1276, Baylor University), Robert J Leblanc (0000-0001-7551-9286, University of Lethbridge)
Year2023
Volume28
Issue2
Pages151-181
Publication date2023-12-29
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueComunicação & Educação (JOURNAL)
Journal identifiersISSN: 0104-6829 • E-ISSN: 2316-9125
PublisherUniversidade de São Paulo. Agência de Bibliotecas e Coleções Digitais (PUBLISHER)
DOI10.11606/issn.2316-9125.v28i2p151-181
OpenAlexW4390877721
LanguageEN
Citations received1
References cited37

Recently, talk of "fake news" - and its relation to wider epistemic crises, from climate denialism to the creep of global ethnonationalism - has renewed attention to media literacy in education. For some, revived discussions of media literacy offer protection (e.g., strategies for identifying and critiquing media bias and misinformation). For others, they offer empowerment (e.g. equipping youth to produce media messages that challenge misinformation or represent marginalized perspectives). In this article, we consider how such approaches, while often generative, retain a focus of media pedagogy that centers the actions of individual humans - namely, "literacies", or practices associated with the interpretation or creation of media texts

Aesthetics · Art · Empowerment · Information literacy · Interpretation (philosophy · Literacy · Media literacy · Misinformation · New media · Pedagogy · Performative utterance · Political science · Public relations · Sociology · Child Development and Digital Technology · Computer Science · Digital Education and Society · Law · Literacy, Media, and Education

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Unique citing works1
Citations per year0,5
Citation span2024 - 2024 (1)
Citation velocityrecent
Highly citedNo
Citation typesNeutral: 1

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