4.5.4 Reflection of media literacy integration principles in teaching.

   

4.5.4 Reflection of media literacy integration principles in teaching.

The integration of media in teaching has taken on new significance in the digital age, as students frequently are called on—both in educational contexts and in their personal and home lives—to access, analyze, create, reflect and act on variety of diverse information in multiple media formats.

 Although Internet access has expanded dramatically in recent years, many young people still spend a majority of their time using what is sometimes called “passive” media, including popular films, television, music, and non-participatory online sites and games. In turn, children and young people still put faith in the high credibility of mainstream print-based and television news outlets, especially local news; in one large study, a majority of young people claimed television news was the most credible source of news information.

 there are varieties of  ways in which different educators at the school approached media integration. Though approaches, interests, and values of each teacher vary considerably, all teachers share a commitment to the following classroom principles:

 1.  the use of inquiry to guide lesson development, 

2.  the role of ambiguity and uncertainty in otherwise structured learning environments,

 3.  the use of scaffolding and planning to limit and shape students’ experiences with a variety of unpredictable media texts in the classroom, 

4.  written reflection on how individual teacher values and motivations contribute to the unique classroom culture. Implications for future professional development in K-6 news literacy are explore