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Author
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Kellner, D., & Share, J.
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Year
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2005
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Publisher
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Discourse: studies in the cultural politics of education, 26(3), 369-386.
(Taylor&Francis)
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Abstract
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The study examines the uneven development of media literacy education in the United States, noting that it lags behind countries such as Great Britain, Canada, and Australia. It traces efforts since the 1970s to institutionalize media education, highlighting limited classroom penetration despite policy-level recognition. The authors outline different models of media literacy and clarify the principles of critical media literacy in particular. They also analyze key national organizations working in this field and compare their aims and pedagogical approaches.