Teaching and Reading the Millennial Generation through Media Literacy
From Gutenberg to Gates, from the invention of the printing press to the emergence of digital communication, technology has transformed the way we produce, distribute, and receive information. In turn, new technology challenges our understanding of what it means to be literate. During the Gutenberg era, only a small number of clergy, scholars, and scribes were literate. In the Gates era, universal literacy is the goal, with the expectation of the ability to read and write complex text at critical and interpretive levels. In addition, the concept of text has changed from traditional printed materials to a variety of media, including the Internet, film, and television.
In times of rapid technological change, it has been typical for adults to criticize the academic achievement and work ethic of their own children. Because the Greek philosopher Socrates was a vocal critic of the youth of Athens, Berliner and Biddle (1995) dubbed this phenomenon the Socrates Legacy. In this tradition, there is currently a high level of concern about the literacy and academic achievement of today’s adolescents. For example, in To Read or Not to Read: A Question of National Consequence, the National Endowment for the Arts (2007) argued that “Americans in almost every demographic group were reading fiction, poetry and drama—and books in general—at significantly lower rates than 10 or 20 years ago” (p. 7).
While we agree that there is reason for concern regarding the literacy of today’s students, we believe that the problem is more complex than what is portrayed by the National Assessment for Education Progress and other reports (e.g., National Center for Educational Statistics, 2005). We will argue in this article that because of the availability of digital technologies, today’s teenagers bring to school a rich and different set of literacy practices and background that is often unacknowledged or underused by educators. As always, it is the responsibility of today’s educators to build a bridge between the knowledge students already have and the content that they need to learn to be successful inside and outside of school.
Multiple forms of literacy have been named in the literature including information literacy, visual literacy, computer or digital literacy, and media literacy, but there is considerable overlap between these forms. In Literacy in a Digital World, Tyner (1998) reminded us that “the overlap between the competencies and purposes of various multiliteracies is so close, that their differences have more to do with constituencies than anything else” (p. 104). Media literacy, an umbrella term, will be addressed in this article.
Media literacy has been broadly defined as the ability to access, analyze, evaluate, and effectively communicate in a variety of forms including print and nonprint texts (Considine & Haley, 1999). In the United States and Canada, professional groups such as the Alliance for a Media Literate America and the Association for Media Literacy advocate integrating media literacy across the curriculum, emphasizing its importance in developing informed and responsible citizens. A commonly recognized core of media literacy principles informs classroom pedagogy that focuses on media texts and popular culture. These principles have been articulated by leading scholars in the field, particularly Masterman (1985) and Buckingham (2003; Buckingham & Sefton-Green, 1994).
The pedagogy that accompanies this approach helps students interrogate media texts along with the context in which they are both created and consumed. We live in an era surrounded by media that bombard us with messages through text, images, and sound. But simply being surrounded by media does not necessarily mean we recognize or understand its content or intent. To prepare today’s students to succeed in the 21st century, educators must begin to address the complex, high-tech media environments that are part of everyday life. This involves understanding what media and technology do to today’s young people along with the equally intriguing issue of what they do with it. An excellent data bank for exploring these questions can be found at The International Clearinghouse on Children, Youth & Media.
In this article we will provide a description of today’s adolescents in the United States, labeled the Millennial Generation, develop an argument for weaving media literacy into the curriculum, and provide specific instructional strategies. Readers should note that most of our references and our primary framework are with youth in the United States. However, as Friedman (2007) pointed out, the world is flat, and what is happening in terms of technology, economics, and education is a worldwide phenomenon and not restricted to countries or regions.
Replica Gucci Handbags.Seize the opportunity! Pick up your Gucci 240241 ‘new bamboo’ large top handle bag in whi bag at affordable price, you will receive even greater benefits! Discounts and free shipping, may all your wishes come true!
Processing your request, Please wait....
