Measuring the implementation of media literacy instructional practices in schools: community stakeholder perspectives

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning Media and Technology Pub Date : 2022-12-05 DOI:10.1080/17439884.2022.2151621

R. Hobbs, Mary H. Moen, Rongwei Tang, Pam Steager

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引用次数: 3

Abstract

Interest in media literacy education is increasing across the United States and around the world but little is still known about the prevalence of various instructional practices used to implement it in elementary and secondary schools. Surveys and semi-structured interviews with a statewide quota sample of education stakeholders included school leaders, educators, librarians, elected public officials, parents, and members of the community in all 24 school districts in Rhode Island. Results show that only a few instructional practices are implemented with most or nearly all students in the state. However, the implementation of various media literacy instructional practices varied considerably from one community to another. Importantly, differences in implementation were not due to the size of the community, its geographic location, or its socioeconomic status. Regression analysis demonstrated that nearly half the variance in implementation of media literacy instructional practices can be accounted for by obstacles including technology limitations, school policies, academic priorities, perceptions of students, and educator response.

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衡量学校媒体素养教学实践的实施:社区利益相关者的观点

在美国和世界各地，人们对媒介素养教育的兴趣正在增加，但人们对中小学实施媒介素养教育的各种教学实践的普遍程度知之甚少。对全州范围内的教育利益相关者进行了调查和半结构化访谈，其中包括罗德岛州所有24个学区的学校领导、教育工作者、图书馆员、民选公职人员、家长和社区成员。结果表明，只有少数教学实践在大多数或几乎所有的学生在国家实施。然而，各种媒介素养教学实践的实施在不同社区之间差异很大。重要的是，实施上的差异不是由于社区的规模、地理位置或社会经济地位。回归分析表明，在媒体素养教学实践的实施中，近一半的差异可以由技术限制、学校政策、学术优先级、学生的看法和教育者的反应等障碍来解释。

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来源期刊

Learning Media and Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.40

自引率

14.50%

发文量

期刊介绍： Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies. As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education. Instead we invite submissions which build on contemporary debates such as: -The ways in which digital media interact with learning environments, educational institutions and educational cultures -The changing nature of knowledge, learning and pedagogy in the digital age -Digital media production, consumption and creativity in educational contexts -How digital media are shaping (and being shaped by) educational practices in local, national and global contexts -The social, cultural, economic and political nature of educational media and technology -The ways in which digital media in education interact with issues of democracy and equity, social justice and public good. Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciences.