Implementing and Assessing Media Literacy in the College Classroom

Biographical Sketch

Andrea M. Bergstrom completed her doctorate in Communication at the University of Massachusetts Amherst (2011) and is currently serving in the position of Lecturer in the Department of Communication, Media, and Culture at Coastal Carolina University in Conway, SC. She teaches courses in communication theory and research methods as well as classes pertaining to media literacy, media effects and gender studies. Dr. Bergstrom is the co-author of The O.C.: A Critical Analysis (2014) through Lexington Books with graduate school colleague Dr. Lori Bindig. In addition to media literacy, her research interests include media effects and media representations of gender, race, class and sexuality. Dr. Bergstrom has also presented her work at numerous regional, national, and international conferences.

Type of Presentation

Individual presentation

Brief Description of Presentation

This paper discusses the author’s experiences with the implementation of critical media literacy in the university setting as well as the challenges for assessing learning objectives within media literacy initiatives. Additionally, strategies are provided for the inclusion of critical media literacy across a range of courses. While interventions that employ critical media literacy in the college classroom remain somewhat limited, the author argues that by addressing existing obstacles and sharing pedagogical strategies, educators will be better positioned to incorporate media literacy into their pedagogies.

Abstract of Proposal

The inclusion of media literacy learning outcomes within primary and secondary education curricula is now mandated across all fifty states, and media literacy skills have been positioned as necessary for educated citizens in the 21st century (Arke & Primack, 2009; Hobbs, 2010; Thoman & Jolls, 2003). Approaches to media literacy have expanded to encompass the role of media in society as well as the essential skills of inquiry and critical thinking that are essential to the development of empowered and engaged citizens (Center for Media Literacy, 2016). Yet initiatives to implement media education in college classrooms remain rather limited in today’s neoliberal university context. While educators are frequently surprised in the lack of their students’ abilities in these areas, the incorporation of media literacy into higher education has received only limited scholarly attention (Schmidt, 2012). Additionally, the existing research to date assessing the impact of such interventions on participants’ acquisition of media literacy skills is also in need of expansion (Arke & Primack, 2009; Bergsma & Carney, 2008; Irving & Berel, 2001). If critical media literacy is to become central to the objectives of higher education, as the author argues it should, there a numerous obstacles that need to be considered and addressed. This paper discusses the author’s experiences with the implementation of media education as well as the assessment of media literacy initiatives in the university setting. Additionally, strategies for the inclusion of critical media literacy across a range of traditional and online courses are provided.

Location

Coastal Georgia Center

Start Date

2-25-2017 2:35 PM

End Date

2-25-2017 4:05 PM

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Feb 25th, 2:35 PM Feb 25th, 4:05 PM

Implementing and Assessing Media Literacy in the College Classroom

Coastal Georgia Center

The inclusion of media literacy learning outcomes within primary and secondary education curricula is now mandated across all fifty states, and media literacy skills have been positioned as necessary for educated citizens in the 21st century (Arke & Primack, 2009; Hobbs, 2010; Thoman & Jolls, 2003). Approaches to media literacy have expanded to encompass the role of media in society as well as the essential skills of inquiry and critical thinking that are essential to the development of empowered and engaged citizens (Center for Media Literacy, 2016). Yet initiatives to implement media education in college classrooms remain rather limited in today’s neoliberal university context. While educators are frequently surprised in the lack of their students’ abilities in these areas, the incorporation of media literacy into higher education has received only limited scholarly attention (Schmidt, 2012). Additionally, the existing research to date assessing the impact of such interventions on participants’ acquisition of media literacy skills is also in need of expansion (Arke & Primack, 2009; Bergsma & Carney, 2008; Irving & Berel, 2001). If critical media literacy is to become central to the objectives of higher education, as the author argues it should, there a numerous obstacles that need to be considered and addressed. This paper discusses the author’s experiences with the implementation of media education as well as the assessment of media literacy initiatives in the university setting. Additionally, strategies for the inclusion of critical media literacy across a range of traditional and online courses are provided.