Author

Lorayne Robertson, Joli Scheidler-Benns

Year

2016

Publisher

Literacy Information and Computer Education Journal (LICEJ)

DOI/Link

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Abstract

Critical media literacy is important because
media’s ubiquitous presence has become the digital
wallpaper of life, and students need to learn how to
use media responsibly for learning, communicating,
and participating in democratic societies. Media
literacy skills have been defined historically in
uncritical ways: awareness of the dangers of (over)
exposure to media; the study of media as an art
form; or learning about the technical elements of
media such as audience. The focus of this paper is on
deeper, more complex conceptions of media literacy
within its complicated social and educational
contexts. The authors argue that critical media
literacy can provide rich learning for students.
Critical media literacy builds skills of analysis and
critique in the deconstruction and interpretation
phase where students learn to recognize hegemonic
aspects of media. Deconstruction is only one side of
the critical equation, however. During the media
production phase, critical media literacy can give
voice to students and empower them to take action to
make changes in society. In the process, critical
media literacy can lead students to deeper
understandings of literacies and discourses in
society than previously considered possible. This
paper theorizes critical media literacy in both of
these phases: its deconstructive, critical phase and
its transformative and critical production phase. An
analysis is provided also of some of the challenges
associated with critical media literacy as a
transformative pedagogy.

Keywords

Critical Media Literacy