Practical Implications for Preparing Novice E/LA Teachers to Teach Media Literacy
PROCEEDINGS
Allison Huie, Texas A&M University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
TThis study explores the experiences of novice Texas E/LA teachers integrating media literacy curriculum. Findings highlight the relationships affecting teachers’ development of curriculum and pedagogy in the context of media literacy education. Participants’ backgrounds influenced their beliefs and attitudes about media literacy and integration of media literacy curricula. Despite a belief in the value of media literacy education and intent to integrate it in the E/LA curriculum, participants’ confidence in their ability to teach students media literacy skills declined over time, which is attributable to environmental factors such as access to technology resources and the culture/climate of the schools in which the participants teach. The study also finds that participants were insufficiently prepared to teach media literacy and that both teacher preparation programs and school districts bear the burden for this deficiency. Recommendations for current practice are presented.
Citation
Huie, A. (2012). Practical Implications for Preparing Novice E/LA Teachers to Teach Media Literacy. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4091-4098). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/40251/.
