Post #2

Rationale for Teaching Media Literacy

I currently teach in a school district that has a strong focus on the use of technology in the classroom, and, therefore, also focuses on media literacy. Media use by teachers and students is prevalent throughout the English Language Arts curriculum in the secondary school and emphasized primarily in four specific courses: English 11 – Current Communications, English 12 – Technology, Introduction to Broadcast Journalism, and Advanced Broadcast Journalism. Two of these courses count toward required English class credits. The course guide for English 11 – Current Communications reads in part: “This is a course for students interested in studying and exploring the forces that shape our lives through film and literature. In addition to the core readings from the world literature anthology and novels, students will respond, analyze, and create using multi-media and digital video” (Eden Prairie High School Course Guide).

The school and community seem to support media instruction as evidenced by the above mentioned course offerings as well as the high enrolment numbers in each of these courses. In addition, the school makes it a priority to purchase new technologies to use in the classroom. The emphasis is to encourage not only teachers to teach with the technologies, but, more importantly, for students to create using these technologies as well.

If I were to argue for the continued teaching and increased integration of media studies in the English Language Arts curriculum in any school, I would start with this basic assumption: Media is prevalent in society and internalized by children at such high rates that not studying media and integrating media literacy into the curriculum would be a detriment to students’ educational experiences. The evidence for this is everywhere. Richard Beach cites one finding: “A 2005 study found that students in grades 3-12 spend an average of 6 hours and 21 minutes daily engaged with some sort of media [. . .]” (Beach 2).

Next, to get “back to the basics” in order to improve reading and writing test scores, the primary focus should be on ensuring that all students learn, master, and retain these basics. To do this, the center of attention should be on engaging students in learning activities which they deem relevant so that the learning of these basic skills will actually occur. As Beach summarizes: “We need to recognize the importance of engagement in learning; if students are not engaged in school, they will not be motivated to learn what is taught. Students are often highly engaged with media texts [. . .]” (8). The ‘basics” can be taught in a variety of ways, and students are capable of demonstrating their learning in multiple ways too. Therefore, asking students to post their writing using websites, blogs, wikis, and so forth will tap into youth culture and make the learning relevant while still achieving the same objectives set forth when using a pen and paper.

To improve reading and writing test scores, and, hopefully, reading and writing skills themselves, students must be able to understand and create a range of texts. By extension, the thinking processes involved in doing so should also be enhanced (i.e. critical thinking and problem-solving skills). In addition, or perhaps alongside these skills, Beach proposes additional literacies acquired through the use of digital tools: “making connections between texts and experiences; adopting different persona and voices; employing problem-solving and inquiry-based skills; and communicating ideas to others” (11). Using media studies to reach students and connect with them is necessary if schools want to ensure that “the basics” are learned by every student.

Through this course I expect to learn how to use many digital tools which I can then utilize in my classroom. I’m most interested in gathering specific learning strategies and project ideas for encouraging my students to create and construct with media. In addition, I hope to have a better understanding of how to encourage students to critically analyze media messages.