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30 Mar 09

Educational Leadership:Literacy 2.0:What Research Says About … / Teaching Media Literacy

www.ascd.org/...Teaching_Media_Literacy.aspx - Preview

Educational_Leadership Media_Literacy

What Research Says About … / Teaching Media Literacy

Jane L. David
The current research does, however, provide ample evidence of the growing need
for media literacy instruction that targets the added cognitive demands posed by
the Internet.
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- Researchers find that reading for understanding online requires the same skills
  as offline reading, including using prior knowledge and making predictions,
  plus a set of additional critical-thinking skills that reflect the
  open-ended, continually changing online context. For example, online readers
  play a more active role, selecting links rather than turning pages, and they
  often must interpret visual images to make sense of what they are reading (Coiro
  & Dobler, 2007).
- reading online challenges students to make judgments about the reputability and
  validity of the information they see.
- Educators face enormous challenges in preparing their students to be critical
  online readers. For the most part, the teaching of critical-thinking skills is
  not part of the regular curriculum, and printed text is still considered the
  mainstay of school reading.
- Yet more and more students spend more and more time online.
  Rather than ignoring this fact of life, educators and education policymakers
  should embrace it. From video games to social networks, incorporating what
  students are doing online into the school curriculum holds great, and perhaps
  the only, promise for keeping students engaged in learning. By integrating
  elements of digital media literacy into their instruction, teachers can
  influence how well students critically assess content, both online and
  offline.