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Media Literacy is Elementary

Teaching Youth to Critically Read and Create Media- Second Edition

Series:

Jeff Share

This book provides a practical and theoretical look at how media education can make learning and teaching more meaningful and transformative. This second edition includes more resources, photographs, and updated information as well as two new chapters: one exploring the pedagogical potential for using photography in the classroom and the other documenting a successful university course on critical media literacy for new teachers. The book explores the theoretical underpinnings of critical media literacy and analyzes a case study involving an elementary school that received a federal grant to integrate media literacy and the arts into the curriculum. Combining cultural studies with critical pedagogy, critical media literacy aims to expand the notion of literacy to include different forms of mass communication, information communication technologies, and popular culture, as well as deepen the potential of education to critically analyze relationships between media and audiences, information, and power. This book is a valuable addition to any education course or teacher preparation program that wants to promote twenty-first century literacy skills, social justice, civic participation, media education, or critical uses of technology. Communications classes will also find it useful as it explores and applies key concepts of cultural studies and media education.

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Acknowledgments

Extract

This book has been made possible by the generous support of many people. I want to thank everyone who helped me with the original edition in 2009, as well as the people who assisted me with this second edition. I am deeply in- debted to Shirley Steinberg and her late husband, Joe Kincheloe, for recogniz- ing the value of this work and agreeing to publish the first edition. Then again it was Shirley, while co- presenting at the American Educational Research Association’s annual meeting (AERA), who suggested we publish a second edition. This is a wonderful opportunity to update the work and add chapters about photography and teacher education. From the beginning of this proj- ect, while I was still teaching elementary school, Doug Kellner and Rhonda Hammer saw the potential in me and my work. They encouraged me to enter the PhD program at UCLA and investigate critical media literacy as a serious academic study. Since that time, they have been my mentors and cherished friends. My formal academic career began at Vermont College in beautiful Montpelier, Vermont, where I benefited enormously from my academic advi- sors, Richard Hathaway and Narain Batra. They guided me on my initial in- vestigations about photography and media literacy as tools for social justice. I am also indebted to Elizabeth Thoman and Tessa Jolls, the first two people to x media literacy is elementary put me on the track of educating teachers about media literacy. While work- ing at the Center for Media...

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