You are here:

Bringing the World to School: Integrating News and Media Literacy in Elementary Classrooms
ARTICLE

Journal of Media Literacy Education Volume 5, Number 1, ISSN 2167-8715

Abstract

For three years, a flagship university-school partnership program developed a multifaceted approach to integrate news and current events into in-school and after-school instruction in K-6 schools. Three case studies detailing the program's impact on an undergraduate novice instructor, an in-school technology mentor, and an experienced classroom teacher illustrate the ways in which different stakeholders at the school approached news integration. Though approaches, interests, and values of each teacher varies 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; and (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 explored.

Citation

Moore, D.C. (2013). Bringing the World to School: Integrating News and Media Literacy in Elementary Classrooms. Journal of Media Literacy Education, 5(1), 326-336. Retrieved October 6, 2022 from .

This record was imported from ERIC on March 21, 2014. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords