Bridging Media Literacy with Green Cultural Citizenship
Chapter Five: The Media Literacy Ecosystem’s Dominant Paradigm
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My analysis started with the premise advanced by the New London School that pedagogy must “be based on views about how the human mind works in society and classrooms, as well as about the nature of teaching and learning” (Cazden, Cope, Fairclough, Gee et al., 1996, p. 82). This meant exploring for implicit assumptions about teaching, learning, cognition, and society. In some cases media literacy organizations do a good job of making their pedagogical theories explicit, but in most media literacy documents I analyzed the underlying assumptions behind their methods were only implied. Nonetheless, my research revealed that there are enough commonalities to generalize about the shared assumptions of learning and cognition in the media literacy ecosystem. To be clear, I am aware that most media literacy educators have individual differences in approach and worldview, which was confirmed by my interviews.
When I began my investigation, I assumed that primary actors in the media literacy ecosystem would be teachers and students, but as I conducted my research additional actors emerged and the implicated world in which they live expanded. The role of stakeholders is not always explicit in media literacy documents, but their presence is strong. These stakeholders include (but are not limited to) funders, policymakers, technology companies, media corporations, school systems, K–12 educators, parents, and youth. Moreover, the situated meaning of “media” is likely to imply corporate mass media and not necessarily alternative or community media. How media literacy educators view the function of media in...
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