Teaching Youth to Critically Read and Create Media- Second Edition
Chapter 8. Thinking Critically in a Converging World: Forces of Change in the Information Age
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THINKING CRITICALLY IN A CONVERGING WORLD
Forces of Change in the Information Age
This book has explored the theoretical underpinnings of critical media literacy, examined some of the obstacles for implementing progressive pedagogical changes, and provided examples of practical applications. A multiperspectival approach addressing issues of gender, race, class, and power has been used to explore the interconnections of cultural studies, critical pedagogy, and critical media literacy. The battle for representative democracy and social justice must be fought at every level, and people of all ages should be learning critical media literacy concepts through a transformative pedagogy to help them engage in this struggle. In the previous chapters, the question of how to best teach critical media literacy was examined. Although the question assumes that media literacy should be taught, that assumption has yet to occur to the majority of U.S. educators and policy makers. For that reason, this final chapter begins by discussing some of the major changes in media and society in the past few decades. These changes require a new pedagogy that can engage with the forces of globalization, new information communication technologies (ICTs), and different epistemologies.
Twenty-first-century literacy skills require new understandings of literacy because people are participating in multiliteracies (New London Group, 1996), ← 205 | 206 → reading and writing, photographs, music, movies, video games, advertising, social media, popular culture as well as printed books and magazines. With the popularity of cell phones and new mobile...
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