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Author
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Alvermann, D. E., & Hagood, M. C.
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Year
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2000
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Publisher
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The Journal of educational research, 93(3), 193-205.
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Abstract
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This study examines how literacy education must evolve in response to rapid technological and cultural shifts. The authors explore how critical media literacy is defined across theoretical perspectives, including cultural studies and feminist pedagogy. They review research on audience analysis, youth culture, and subject positioning to show how young people actively negotiate meaning from media texts. The article argues that literacy education should move beyond traditional print-based models to address multimedia and popular culture forms. It concludes by discussing how schools can incorporate critical media literacy into curricula to prepare students for the complexities of contemporary media-saturated societies.
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Language
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English