Integrating Media Literacy in Social Studies Teacher Education
Meghan Manfra, Casey Holmes, NC State University, United States
CITE Journal Volume 20, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Social studies teacher educators must confront the new realities of democratic citizenship education in an era dominated by misinformation and fake news. Using the Teacher Education Technology Competencies (TETCs) as a guide, the authors provide a five-part action plan for situating media literacy within social studies teacher education: connecting media literacy with the purposes of social studies education, exploring the history of fake news in United States history, tracing the history of the field of journalism and journalistic ethics, analyzing contemporary examples of fake news, and developing efficacy working with tools and heuristics for detecting fake news and misinformation. Research suggests that a comprehensive multifaceted approach to media literacy can help students develop civic online reasoning, navigate political bias, and participate in online civic activities. In order for preservice teachers to adopt media literacy as part of their teaching practice, social studies teacher educators must improve their own efficacy navigating social media, news media, and other sources of information, while integrating media literacy regularly into teacher education programs.
Manfra, M. & Holmes, C. (2020). Integrating Media Literacy in Social Studies Teacher Education. Contemporary Issues in Technology and Teacher Education, 20(1), 121-141. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2020 Society for Information Technology & Teacher Education