Toward Critical Media Literacy: Core concepts, debates, organizations, and policy
Toward Critical Media Literacy: Core concepts, debates, organizations, and policy
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DOI：
10.1080/01596300500200169
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发表时间：
2005-09
期刊：
影响因子：
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通讯作者：
D. Kellner;J. Share
中科院分区：
文献类型：
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作者：
D. Kellner;J. Share
美国的媒体素养教育不如其他几个英语国家（例如英国、加拿大和澳大利亚）先进。尽管自 20 世纪 70 年代以来个人和团体进行了数十年的斗争，媒体教育仍然只覆盖到美国 K-12 学校的一小部分。尽管已经取得了一些重大进展，例如将媒体素养的要素纳入了 50 个州的大部分教育标准以及成立了两个全国性媒体教育组织，但美国的大多数教师和学生并没有意识到媒体素养教育所涉及的问题。在本文中，我们提出了一些媒体素养模型，描述了批判性媒体素养的关键概念，然后研究了美国一些最活跃的组织及其目标和教学法的差异。
Media literacy education is not as advanced in the USA as in several other English speaking areas, such as Great Britain, Canada, and Australia. Despite decades of struggle since the 1970s by individuals and groups, media education is still only reaching a small percentage of K–12 schools in the US. While some major inroads have been made, such as getting elements of media literacy included in most of the 50 state's educational standards and the launching of two national media education organizations, most teachers and students in the USA are not aware of issues involved in media literacy education. In this paper we set forth some models of media literacy, delineate key concepts of critical media literacy, and then examine some of the most active organizations in the USA and differences in their goals and pedagogy.