Teaching Youth to Critically Read and Create Media- Second Edition
Chapter 2. Teaching the Media: Competing Approaches, Media Activism, and Core Concepts of Critical Media Literacy
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TEACHING THE MEDIA
Competing Approaches, Media Activism, and Core Concepts of Critical Media Literacy
The traditional ideas of literacy that focus on a standard national language and phonetic decoding are no longer sufficient in an age of countless communication systems and increasing linguistic and cultural diversity (New London Group, 1996). The psychological model of reading and writing as individual cognitive skills needs to evolve to a deeper sociological understanding of literacy as a social practice “tied up in the politics and power relations of everyday life in literate cultures” (A. Luke & Freebody, 1997, p. 185).
Current methods of representation are profuse and evolving as technology develops and spreads. These changes in technology and society have led to a call for a broader approach to literacy by an international group of educators who refer to themselves as the New London Group.1 They propose a pedagogy of “multiliteracies” to address the different types of representation, much more extensively than traditional print-based approaches. They also suggest that the growing local, cultural, and linguistic diversity, along with global connectedness, require a new literacy pedagogy that can meet these multiple demands. They assert, “The role of pedagogy is to develop an epistemology of pluralism that provides access without people having to erase or leave behind different subjectivities” (1996, p. 72). The New London Group’s ← 9 | 10 → concept of multiliteracies helps students negotiate multiple cultural and linguistic differences as well as the multitude of...
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