Course:EDCP333/2013Groups/criticalmedialiteracy

Group Members

Tyler Allison (tyler.allison11@gmail.com)

Cassandra Brien (cassandra.brien@gmail.com)

Chelsea Carlson (chelsea_carlson@hotmail.com)

Thomas Howell (thowell.education@gmail.com)

Alex Reid (alexandra.c.reid@gmail.com)

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What is Critical Media Literacy?

Media includes mediums of communication, products or texts. Media is a capital driven industry, and is extremely influential in our society. The messages projected by media sources are open to interpretation, and vary according to individual perspective. Citizens must be critical of this vast industry, and resist forms of media that oppose their personal values. Media literacy means the ability to understand how mass media operates and produces meanings. Media literate individuals understand the role of media in society, and it’s influence on their attitudes. Media literate individuals understand various forms of media, and interact with it in a conscious way. Since media literate people understand the nature of media, they are in control of their experiences with it. The different forms of media include radio, television, internet, cinema and print media which include newspapers, magazines, book, pamphlets, mobile forms and audio recordings. . (Chelsea)

History of critical media literacy

One starting point for media education began with an article by Leavis and Thompson (1933) named Culture and Environment: The Training of Critical Awareness. This source made the case to resist popular culture forms that emerged from the USA and British working class. This was an elitist view that was to protect the British high culture literary heritage. Many cultural studies soon questioned this view throughout the 1950's and claimed that culture is a part of the every day lives of humans. A form of Media culture emerged in the 1960's and was aimed at not only entertainment but to also educate and reproduce dominant and counter idealogies.

It was in the 1980's that research began to aim at "demystifying" how media represented and reinforced ideologies of those who created it (i.e. normally dominant groups in society). Research in critical media literacy aimed at analyzing both print and non-print formats and to analyze impacts on the audiences of these media forms. The 1990's were when media began to focus more on children and youth by creating more television channels, films, advertisements, and print geared towards kids. Major conglomerates were influencing what students were seeing and hearing withing the media, and this force is still ever present and growing in the 21st century(ex. on pop machines at school, video games at home, and billboards on highways).

Although many members of society are consistently influenced by media, a study in the 1980's noted that viewers of these forms of media are active participants and can therefore interpret the media in their own way and can develop personal meaning.

Recently, education has not been keeping up with the technological changes that media literacy is developing in young children. There should therefore be a critical reconstruction of education that includes critique of media and inclusion of media and technology into the classroom. Media can teach both proper and improper behaviour, and it is important for students to be able to critically analyze those behaviours and situate themselves within media that they view.--AlexReid (talk) 13:37, 9 December 2013 (PST)

Why is it important to be media literate?

Being media literate is a skill needed for everyday life worldwide. Many may argue that those civilizations without access to media are better off because they are bombarded less with propaganda, manipulated messages and commercial interests. Though, in many places worldwide, people are attached to media devices and are constantly being hit with advertisements and other media messages with one or more of their senses at any given time. “We live in an era called the “network society” and the predominant network in all of our lives is the media network. We communicate with it and through it and almost all of our news and information is now mediated by it” (Blakeborough, 2013). Whether it is on the television, on transit, listening to the radio on your morning drive to the office, social media, streaming shows online, music etc, we are constantly being bombarded “with fast-paced, stimulating sounds and images that have been carefully designed to capture and hold our attention. These sounds and images sort of “wash over us” and leave us with impressions that we don’t have time to sort out or consider. Media is constantly influencing us without our permission and without the skills to maneouver around the tainted messages received by our bodies we will become lost agents.

These skills are not only useful for students, but also for teachers, parents and the general public. If teachers are not media literate, how can they be expected to inform or engage their students in the discussion? Teachers and parents are those “entrusted with preparing children for their futures, and children who will become the next group of citizens, trying to function in a world that they have no tacit understanding of. If the inner workings and understandings of how the world functions and how it impacts [people] are obfuscated, then they have no voice and no control which leaves them at the behest of those that control information and communication” (Blakeborough, 2013).

The ultimate driving force in media today is advertising, and if it has not been provided to students before high school (which we hope it has by parents!), it is the job of the teacher to lay the framework of understanding how advertisements, and our engagement with them perpetuates their effects on our lives. Without our nature to consume and desire those things that are being advertised, advertising would cease to exists. “The distinction between us as a citizen and us as a consumer is shrinking and if we lose our claim to citizenship and the only voting we do that matters is with our wallets, then it will be incredibly hard to get our voices heard in any forum outside of the retail world” (Blakeborough, 2013).

Perhaps the greatest way that media effects students is through their interpretations of beauty, love, violence, greed and the individual. Youth may often believe that what they see in media is an accurate representation of the world they live in. “[Media] is not a mirror of our society. At its best, all it can hope to be is a distorted mirror” (Blakeborough, 2013). It is our jobs as teachers, mentors, parents and citizens to bring these issues of media to the forefront of student’s minds, especially those who are to become the leaders of tomorrow.

A professor of Media and Communications Studies at the University of the Fraser Valley, Darren Blakeborough (2013), suggests that the best way to cultivate interest and understanding in youth about the effect media has on society is by not focussing on the effects. Rather than focussing attention on the lists of negatives brought about by this phenomena, he suggests presenting cultural artifacts that many students do not question daily and open up the conversation. By simply asking them to think about the words or pictures you have started the conversation that students will hopefully continue to engage in with others. “We can’t understand or change anything until we start thinking about it.” “After a few conversations, the question “why?” can be asked. “This now opens a new door to look at the role of advertising and how the real product for sale in media isn’t an iPhone or a new car, it is [students and citizens] as audience members that is for sale to advertisers” (Blakeborough, 2013).

Other suggestions come from many online sources, found in this wiki’s references section, including “Cable in the Classroom” which suggests the following "Five Things Everyone Should Know About Media":

All media messages are constructions

Each person interprets messages differently

Media have commercial interests

Media have values

Each medium has its own language and style”

Even by simply presenting these five facts to a class, we can open a conversation, and make people think. Thinking is our greatest defense.--CassandraBrien (talk) 20:11, 11 December 2013 (PST)Cassandra Brien

A Case for Critical Media Literacy

A recent case of Child Pornography distribution on the social media website “Snapchat” has again gained national news coverage in Canada. In this case 10 boys were arrested and charge with distributing nude photos of underage girls they took on the social media website. This is not the only case this year as more and more cases of cyber bullying continue in Canada as young girls have inappropriate photos taken and distributed by the people at their schools. Having Critical Media literacy is not just about assessing if the media is a good source of information, but also knowing what information should not be put out publicly. In the case of the photos not only does the issue of distribution of these photos cause issue in a classroom, but also that it has become social acceptable to take these photos. This is one of the many cases for Critical Media Literacy; many claim that they are simply joining in on the trend. Consider how public figures like Paris Hilton made newspaper headlines when her sexual conduct with her boyfriend hit the Internet. The same public awareness happened with Kim Kardashian and many other celebrities that have gained their status not because of skill, but because of social media exposure of their bodies. Here would be a great chance for teachers to have students look at how the dreams of being famous clan leave many open to abuse because of technology. As well training students in how not to posts private information on the web will make them safer at the same time.

Critique of Articles

Keller and Share

Traditional media literacy is not dead. The education system has simply not adjusted to the new forms of media. “The psychological model of reading and writing as individual cognitive skills needs to advance to a deeper understanding of literacy as a social practice “tied up in the politics and power relations of everyday life in literate cultures” (Luke & Freebody, 1997, p. 185)”

4 major approaches/forms of media ed Protectionist approach Fear of media, protect and inoculate, audience is passive victim,

Media Arts education Values aesthetic qualities of media, self-expression of students, “incorporating the arts and media production into public school education holds important political benefits for making learning more experiential, hands-on, creative, expressive, and fun. Media arts education can bring pleasure and popular culture into main-stream education, thereby making school more motivating and relevant to students. When this approach moves beyond technical production skills or relativist art appreciation and is steeped in cultural studies that address issues of gender, race, class, and power, it holds dramatic potential for transformative critical media literacy.”

Media literacy movement “media literacy is seen to consist of a series of communication competencies, including the ability to ACCESS, ANALYZE, EVALUATE and COMMUNICATE.” Expands concept of literacy to non-traditional forms but still works within print lit tradition

Critical media literacy Combines aspects of 3, “The type of critical media literacy that we propose includes aspects of the three previous models, but focuses on ideology critique and analyzing the politics of representation of crucial dimensions of gender, race, class, and sexuality; incorporating alternative media production; and expanding textual analysis to include issues of social context, control, and pleasure. A critical media literacy brings an understanding of ideology, power, and domination that challenges relativist and apolitical notions of much media education in order to guide teachers and students in their explorations of how power, media, and information are linked.” Audiences active in the process of making meaning, cultural struggle between dominant, oppositional and negotiated readings “These different approaches to media education are not rigid pedagogical models, but they are rather interpretive reference points from which educators can frame their concerns and strategies. Calling for critical media literacy is important to identify the elements and objectives necessary for good media pedagogy, understanding that principles and pro-grams may be different in varying contexts”

“Educating in an Era of Orwellian Spin: Critical media Literacy in the Classroom” by Paul Orlowski

In this article, Orlowski expresses his concern that media is increasingly being controlled by corporate lobbyists. He is interested in learning about the affect corporate media, and systems of social, economic, and political power have on media. He believes that the general Canadian population does not understand the degree of influence the media has over social, political and economic issues. He encourages teacher candidates to educate themselves about mega-spin, and integrate critical media literacy into secondary school social studies courses. In the article, Orlowski blames the rise of corporate conservatism in the United States on the need for teachers to educate students about the powerful force the media has in their lives. He believes students must understand that knowledge is socially constructed and political, presented to benefit one group at the expense of another. The writer acknowledges that some teachers are hesitant to teach critical media literacy, concerned about pushing a particular political agenda. However, according to Orlowski, teachers are pushing a political agenda regardless of if they teach critical media literacy, or stick to the curriculum. This article is beneficial to future educators, and reinforces the notion that it is impossible to remain politically neutral when teaching. -Chelsea C

Bob Dylan was Right-It is a Political World: The Case for Critical Media Literacy” by Paul Orlowski

According to the article "Bob Dylan was Right-It is a Political World: The Case for Critical Media Literacy” by Paul Orlowski “Students must understand that knowledge is socially constructed and therefore political, that certain groups benefit from the way that knowledge is organized and knowledge is presented, often at the expense of other groups, [and] they must understand how political ideology is at the root of these struggles (194-195).” He argues that what people see as knowledge is based on its creation in media representation. So when talking about Gender identity, it is often based on people creating information in newspapers, websites and other forms saying they are professionals, or are professionals, which is then broken down in clear definitions with the strongest remaining in the minds of the viewers. This then allows for corporations and political entities to generate information that goes against their opponents, example being the issue over Global Warming and Oil corporations. Through his eyes Orlowski sees the power of such “spin corporations” as having more power each year as people fail to see the ramifications of their words. Orlowski then goes to talk about projects and classes he had to promote more critical analysis of media, and how students can understand quickly how they interact with media can alter how they see the world. One project for Social Studies teachers is a spectrum analysis of newspaper articles compared to political party platforms. In the project many students found that they stood with different parties on different issues or had no clear political ideology at the end of the year. In the end the article illustrates a clear role for teachers to help students not only see through the cloud of information being shoved at them each day, but also help understand how they value one source over another. This is a great article for teachers looking for ideas to incorporate Critical Media Literacy in their classrooms and the values of doing so.

Stay Solid! A Radical Handbook for Youth. (Media Section)

In Stay Solid! A Radical Handbook for Youth, the contributors share the opinion that the best way for youth to get involved and understand media effects is by participating in media production. Within its pages, it reads “Don’t just hate the media, be the media.” To a certain extent, I can agree with this statement. What better way to learn about bias, purpose, agency etc then by exploring your own. Having students create their own zines, blogs, vlogs and the like can engage them in the process and also help them with the process of questioning what they read and see online. On the other hand, others may see this process as problematic because it is encouraging youth to add to the ignorant information that exists online, possibly being ready by other media illiterate teens and taken as truth. I believe that we could find a happy medium by getting the students to annotate their biases as they notice them in their own writing. If these are published with their work, it will give other readers the chance to identify the types of intentions behind every piece of media. I admire this Purple Thistle book and the messages it sends to empower youth to build their own paths.--CassandraBrien (talk) 10:35, 13 December 2013 (PST)Cassandra Brien

Review of Stack and Kelly Article: Popular Media, Education, and Resistance File:Stack and Kelly Article Review.pdf

Throughout this article, Stack and Kelly (2006) enforce just how controlling and controlled media is in our current society. The authors focus on who controls media, who is left out of the media, how to respond to media, and how teachers can include media in their classrooms. This is a valuable article for teacher candidates and current teachers to read to learn how to be critical of media and how to be aware of their own and other people’s interpretations of media and popular culture.

It was shocking to read the drastic increases in media geared towards children, knowing that their parents fall into the same trap. We’ve become a “billboard society” that conglomerates such as Disney, Time Warner, Viacom, and Murdoch’s New Corporation influence on the daily (Stack & Kelly, 2006). This concept of turning from a knowledge society to a billboard society could imply a few different things. Firstly, that we have become numb to what surrounds us in media. Secondly, media strikes a cord with us and we respond as consumers. Or finally, we critique what we see. Although media surely does have some negative impacts on students, we tend to neglect seeing the benefits of media that Stack and Kelly point out throughout this article. Students are now able to create their own forms of media online, through video, and over social media, and they can share their thoughts and knowledge on a larger scale (Stack & Kelly, 2006). This concept of shared information is truly ideal in the sense that students can learn from and teach one another, students can relate to events and knowledge through media that they view and create, and they can gain technological skills that will benefit them in the long run. Who gets left out of the media? Media stereotypes; it creates false impressions of what is right, wrong, beautiful, taboo, cliché, cute, normal, etc. These impressions can be manipulated as long as we incorporate critical media literacy into classrooms and into our every day lives.

“News is neutral, pop culture is evil” Stack & Kelly, 2006, p. 12

The above quote was a subtitle of the article that launched into a heated debate on whether or not news could be trusted and if pop culture was a true evil within the media framework. This is a striking argument, as society tends to trust the news because it is “supposed” to come from a place of neutrality by journalists who are supposed to do their research. It turns out that conglomerates and new broadcasters will still manipulate what the public sees and hears by selectively choosing their stories. Meanwhile, these companies leave many stories and important new off air. I question then, can news even be trusted any more? Kids searching the internet for information seems to be frowned upon as an unreliable source, yet at times this could be more valuable and insightful that the actual news itself. Pop culture on the other hand has been fetishized to the point that the celebrity world has become a type of alternate universe. Young people look up to these pop stars and movie icons to the point that imitation becomes a regular occurrence. These pop stars will sometimes have more influence on students in a day than the news, their teacher, their school, or even their own family, therefore why not critique this in the classroom? Stack and Kelly (2006) note that pop culture can be a great way to relate to your students and learn from their media savvy. I agree with Stack and Kelly (2006) that it is more worrisome that we place so much trust in the news, which has changed so drastically over the past few decades. I do not see one of either news or pop culture as being of more or less value, and I do see them both as being valuable teaching tools and methods.

I think that we do not give society enough credit in their interpretation of the media. Conglomerates have to work hard to grab the attention of the public and hold it. We, as society, are unpredictable in what we want and enjoy. As the article notes, we need to provide space in which citizens can learn about, critique, and resist popular media, and I think one of the best places to teach this is in the classroom (Stack & Kelly, 2006). I do think that changes need to be made in the curriculum to address how prevalent media is within our school system and to help students critique the media that surrounds them daily. At the same time, they can use these critical analysis skills to critique their textbooks and any sources they use, as there will always be biases within them.--AlexReid (talk) 16:35, 13 December 2013 (PST)

How to incorporate media literacy into unit and lesson plans

How to Connect Critical Media Literacy to Social Studies IRP's

Many of the Social Studies IRP's include a section on "Skills and Processes of Social Studies" where critical thinking is noted as a key learning objective. This concept of critical thinking can be directly applied to critical media literacy because there is value in teachers scaffolding their students to critique primary and secondary sources that they encounter in their studies. These "Skills and Processes" prescribed learning outcomes tend to stress the importance of questioning sources, drawing conclusions, and defending a position. These skills are valued in many Social Studies classes because they help students make reasoned judgements. This concept of "reasoned judgement" stresses the importance of assessing a situation (i.e. piece of media) and coming to ones own conclusion. This can help students build their critical analysis skills so that they can apply this life skill outside of the classroom --AlexReid (talk) 17:45, 13 December 2013 (PST)

Some in-class examples of how to incorporate critiquing media:

Geography -- Map Projection and cartography analysis

WWII -- Propaganda analysis

Sources -- Primary, secondary sources (artifact bag)

Media -- Newspapers, the crumbling of journalism

How to teach Critical Media Literacy

When teaching critical media literacy, it is important to focus on a few key questions with students. For example, we should ask who us producing this source of media and who is the intended audience. As well, we should be asking what the goal or purpose of the message and what the potential bias or hidden objectives might be. Finally, we must get students to take what they see in the media and what they read about as what it is; the opinions and reports of another person or group of people. Just as when dealing with gossip in the hallways of our schools, we must treat bits of media taken online, in print or on T.V. the same way. Therefore, a goal of cultivating media literacy is to help students distinguish between connotation and denotation and signifier and signified (Fiske, 1990). With younger students the terms are simplified into separating what they see or hear from what they think or feel.

An effective strategy to use is dialogical communication between students and teachers where both are learning and teaching each other. This method necessitates praxis, critical reflection, together with action to transform society. For this reason, media education should ideally involve both critical analysis and alternative student media production.

We should therefore encourage or support small acts of resistance to media (Opposition with a social and political purpose)(Stack and Kelly 11-12).

With regards to the Social Studies curriculum and the Prescribed Learning Outcomes, teaching critical media literacy falls within the category of "Skills and Processes of Social Studies." Within this section, we as teachers aim to help students develop critical thinking skills as well evaluative processes and research. These skills are some of the most transferable and cross-curricular of all of what students learn inside the Social Studies classroom.

Example Unit and Lesson Plans

History 12 World War 2 unit plan

Lesson 1)Lead up to war-European-Thomas File:Critical Media Facistsm.docx

Lesson 2)Lead up to war-Asia Pacific

Lesson 3)Campaigning for military and battles-Tyler File:EDCP 333 lesson plan.docx

Lesson 4)Total war

Lesson 5)New technology - Cassandra File:WW2 NewTech Cassandra.pdf

Lesson 6)Holocaust 1- File:Holocaust 1.pdf....Chelsea

Lesson 7)Holocaust 2-Alex File:Holocaust 2 Lesson Plan-Alex Reid.pdf

Lesson 8)Realignment of power/lead up to cold war

Forms of media

Print media

Print Media is the broad terminology used to talk about media that is in printed form. This includes everything from newspapers, magazines and comic books. Newspapers often are a good source of bias and ideology as wording and can show how the author looks to use more simplistic format to get a larger range of readers. Traditionally this form was dominated by text and used to draw attention to issues many people are not aware of. The way it is broken into sections of Politics, Culture, Sports and Entertainment means that any reader can quickly pick up any newspaper and get the information they see as important. A good example here for teachers is to get students to bring in news articles and compare them to what other students value as information.

Magazines are traditionally more focused on a combination of articles and full print images to get their reader to understand what the author is valuing. Fashion, Sports, Business and Entertainment are the predominate styles with only a few talking about Political identity. Here the large images are also constructed with the intent to illustrate a point or to sell to the consumer an identity or object. A good project would be to consider gender roles in magazines attributed to Men and Woman and compare how each is portrayed. Cosmo Vs Maxim Magazines are the best for showing sexist attacks against woman in Cosmo, and using woman to sell products in Maxim.

Comic Books or Graphic novels were created in the 1940s as product for children and the men serving in the War. The bright images and classic narrative of good vs evil have gain a reputation for engaging many in reading because the text is often simplistic enough to understand. Comic Books are often used for entertainment but much like Graphic Novels have been used to illustrate political issues as well. The first media created to talk to children about using drugs was Spiderman where he saves the life of a boy who uses drugs then almost falls off a building. Spiderman in a message to the reader asks himself if there is a way to talk about drugs with youth. This comic was banned by Comic Code because it talked about drugs, prompting Stan Lee to publish it without approval. It won wide recognition from teachers and became one of the best selling in the world because it started a dialogue with students over the use of drugs. For students who are better drawers than writers, having them create a comic book to illustrate significance in a Social Studies class would be a great way to get them to participate even if they have a low English level.

Audio Media

This type of media can refer to tape cassettes, CD's, computer audio files (ex music files),and the radio which is widely available at home, in your car, and played as background music throughout many commercial buildings. This form of media can be persuasive in the way that it broadcasts certain lifestyles, products, companies, and ideas. Audio can push for a certain lifestyle ideal, as Kellner and Share note, by "shaping and disseminating information to the public" . This information can be so widely spread, especially since it can end up being a background noise that people do not realize is influencing them.

Radio stations such as the Beat 94.5 FM in Vancouver have continuous radio shows that continuously air commercials, hit music, contests, and conversation. For an example of what can be heard at this radio station click here. --AlexReid (talk) 16:46, 13 December 2013 (PST)

Visual Media

Visual media is a form of mass media that aims to reach large populations in a short period of time. It is a means of communicating using visual effects. It tends to be highly inexact and misleading, and should be critically examined. Many media literate individuals argue that this media should not be referred to as though it is exclusively visual.When closely investigated, visual media actually stimulates the other senses, including touch and hearing. Some examples of visual media include, television, newspapers, magazines, and billboard ads. Attached is an example of visual media that also engages the other non-visual senses. The video highlights the importance of being media literate: The North American House Hippo ....Chelsea C

Web media

Web media is rapidly replacing traditional print based media sources. While access to sources like the Sun, the Province, and the Times or CNN and FOX has been expanded and eased via the ability of media to spread online, countless independent sources have also sprung up. The result of this proliferation of viewpoints and stories both boosts our access to real-time news, it also results in a much broader spectrum of bias to sort through.

While traditionally we relied on only a few major sources of news and media, people were able to adjust stories for expected bias. For example, a story on FOX News likely has a conservative spin. Now, with innumerable blogs and small web-news agencies like HuffPost, stories reach us in fractions of the time and in vastly larger quantities. An excellent example of the importance of critical media literacy is found in a website like the Onion. The Onion is a satirical media producer, printing fabricated or exaggerated stories. However, if a few sources reproduce a story found on the Onion and fail to cite, a reader could see the same information on several blogs and make the assumption that the story is accurate.

Social media

Social media can be loosely defined as mediums built around social interactions but considering the rapid changes associated with these web-based, user-driven interfaces, the definition changes just as rapidly. It may be argued that this type of media is one of the most problematic for young people. As they are constantly feeling the pressure to be an ideal type of person, the internet and social media allow them to portray the ideal version of themselves for the world to see. Social media sites are often built around any media type including those mentioned above. Given that social media sites vary based on their purpose or chosen medium, I would like to point of the six major types of social media sites.

1. Collaborative projects, such as wikipedia, where users are readily able to add, remove or change information on a webpage.

2. Blogs and microblogs. Twitter is the most popular example of microblogging, and there are many blogging sites around to date, as blogging is actually the oldest type of social media. A few popular choices include: Tumblr, Wordpress, Blogspot, Blogger, Weebly.

3. Content communities. These generally offer patrons to share many types of media, including text, videos and photos. Examples include: Pinterest, Flickr, Instagram, and YouTube.

4. Social Networking sites such as Facebook, Google+ and LinkedIn. This is where many would argue that youth get into the most trouble. Social networking sites allow patrons to share personal information via statuses (another form of microblog), photos etc. This allows people to be in indirect contact with many people ('friends') at the same time, in real time. This unfortunately means that your information is instantly distributed across the world, and possibly saved to other hard drives

5. Virtual Game Worlds. These are environments in which users engage in online role-playing games, generally with strict guidelines for rules of conduct. The most popular virtual gaming worlds include World of Warcraft, League of Legends and Minecraft.

6. Virtual Social Worlds have less rules than Virtual game worlds, where people are free to live a life similar to their own, or perhaps very different, where you can interact with other who have made identities for themselves. --CassandraBrien (talk) 14:45, 10 December 2013 (PST)Cassandra

Issues for Teachers Teaching Critical Media Literacy

Apathy from students can often happen when they find they are over taxed by the information they have been given. If there is a social issue that can be seen through Critical Media, then use it as a learning tool not just away to indoctrinate students. The harder you push the harder they will resist your actions. Instead CML would be better used as a tool for students to apply to issues and help them think critically about the information they are seeing.

Teachers also need to be aware of biases within the media that they use in their classrooms including textbooks, videos, film, newspaper articles, and any other sources. Students may take the teacher or the textbook as the final word and believe these sources to be the truth when in fact both teachers and other primary and secondary sources should be critiqued and analyzed. Teachers should also pay attention to their own biases and how they teach critical media literacy in classes.

References

Blakeborough, Darren. (2013). Personal Communication. Email interview. University of the Fraser Valley. December 1, 2013.

Readings

Link for: Alvermann, D.,Hagood, M. (2000). Fandom and critical media literacy. The Journal of Adolescent & Adult Literacy, 43(5), 436-446

Link to: Alvermann, D., Hagood, M. (2000). Critical media literacy: Research, theory, and practice in "new times". The Journal of Educational Research, 93(3), 193-205

Link for: Kellner, D., & Share, J. (2007). Critical media literacy, democracy and the reconstruction of education. In D. Macedo & S. R. Steinbergy (Eds.), Media literacy: A reader (pp. 3-23). New York: Peter Lang

Link for: Orlowski, P. (2007). Bob Dylan was right — it is a political world: The case for critical media literacy. Our Schools Ourselves, 17(1), 33-49.

Link for: Orlowski, P. (2006). Educating in the era of Orwellian spin: Media literacy in the classroom. Canadian Journal of Education, 29(1), 176-198.

Link for: Stack, M., & Kelly, D. M. (2006). Popular media, education, and resistance. Canadian Journal of Education, 29(1), 5-26.

Link for: Watts Pailliotet, A., Semali, L., Rodenberg, R.K., Giles, J.K., Macaul, S.L. (2000). Intermediality: Bridge to critical media literacy. The Reading Teacher, 54(2), 208-219.