ERIC Number: EJ1444330
Record Type: Journal
Publication Date: 2024-Nov
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1081-3004
EISSN: EISSN-1936-2706
The Instructional Implications of a Critical Media Literacy Framework and Podcasts in a High School Classroom
Journal of Adolescent & Adult Literacy, v68 n3 p291-304 2024
This study explores the instructional implications of using podcasts framed by a critical media literacy framework in a high school social justice classroom. This 10-week, critical media-framed study examines how eight 16-18-year-old students, taught synchronously on Zoom, engaged in weekly podcast-based lesson activities, selecting podcast episodes as supplemental course texts related to the current classroom topics of study (two episodes per unit topic). Findings indicate that podcasts opened spaces for students to hear various voices, particularly marginalized narratives on controversial topics. Additionally, by engaging in critical media literacy practices, students' own voices were elevated, and students questioned the role of texts in their understanding of the world around them. These findings are of particular value to educators looking to understand the classroom implications of critical media literacy practices and who want to provide counter-hegemonic narratives in their classrooms.
Descriptors: Critical Literacy, Media Literacy, Electronic Publishing, Information Dissemination, Teaching Methods, Social Justice, High School Students, Videoconferencing, Perspective Taking, Controversial Issues (Course Content)
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A