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Media Literacy is Elementary

Teaching Youth to Critically Read and Create Media- Second Edition


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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GAILE S. CANNELLA, General Editor

Researchers in a range of fields have acknowledged that childhood is a construct emerging from modernist perspectives that have not always benefited those who are younger. The purpose of the Rethinking Childhood Series is to provide a critical location for scholarship that challenges the universalization of childhood and introduces new, reconceptualized, and critical spaces from which opportunities and possibilities are generated for children. Diverse histories and cultures are considered of major importance as well as issues of critical social justice.

We are particularly interested in manuscripts that provide insight into the contemporary neoliberal conditions experienced by those who are labeled “children” as well as authored and edited volumes that illustrate life and educational experiences that challenge present conditions. Rethinking childhood work related to critical education and care, childhood public policy, family and community voices, and critical social activism is encouraged.

For more information about this series or for submission of manuscripts, please contact:

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