The New Curricula: How Media Literacy Education Transforms Teaching and Learning

Author

Tessa Jolls

Year

2015

Publisher

Journal of Media Literacy Education

DOI/Link

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Abstract

As new online and cellular technologies advance, the implications for the traditional textbook model of curricular instruction are
profound. The ability to construct, share, collaborate on and publish new instructional materials marks the beginning of a global
revolution in curricula development. Research-based media literacy frameworks can be applied to all subjects, and they enable
teachers to have confidence that, in employing the frameworks to address academic subjects, themes or projects, students will gain
content knowledge. Teaching through media literacy education strategies provides the opportunity to make media literacy central to
teaching and learning, since media literacy process skills enable students to become self-directed lifelong learners, capable of
addressing any subject. What are characteristics of curricula that use media literacy frameworks? How does such curricula differ from
traditionally constructed curricula? And why should administrators and teachers embrace this change? As education is moving from
paper-based, face-to-face classwork to technology-enabled curricula that is better, faster and cheaper, educators need new yet proven
approaches and curricular resources to delivering effective lessons and outcomes. With media literacy education, this shift is not only
possible but also imperative for providing curricula for the globalized classroom.

Keywords

urricula, globalization, technology, media, literacy

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