During a time of increased book banning and censoring, of scrutiny of the word critical, and even calls for surveillance of K–12 teachers, the burgeoning field of critical media literacy is more important than ever. These new challenges demonstrate the importance of teaching media literacy to address some of the most pressing needs of our youth. This second volume devoted to critical media literacy picks up where the first volume left off, as it continues the work of defining this important area of focus and looks for practical and innovative ways to bring these important topics into ELA classrooms. Editors William Kist and Mary T. Christel have curated and edited a wide range of original essays by leading educators in the field, focusing on pedagogical directions of critical media literacy, integrating it into reading, writing, and interdisciplinary instruction, and new ways of teaching about and with media.
Cuprins
07 Introduction
WILLIAM KIST
SECTION 1
Pedagogical Directions in CML
11 A Framework, Disposition, and Pedagogy for Teaching CML
JEFF SHARE & ANDREA GAMBINO
19 Digital Wildfires: Tending to Social Media in the ELA Classroom
W. IAN O’BYRNE, BRYAN RIPLEY CRANDALL, JENNIFER S. DAIL, CHRISTIAN Z. GOERING, RAÚL ALBERTO MORA, DETRA PRICE-DENNIS, & SHELBIE WITTE
27 Critical Media Literacy Practices for Equitable Futures: A Field Guide for ELA Educators
PATRICK R. JOHNSON, BOBBIE FOSTER, EMILY RIEWESTAHL, MELISSA TULLY, SRIVIDYA RAMASUBRAMANIAN, & PAUL MIHAILIDIS
33 In This Critical Time, They Need to Create and Think Critically
KRISTEN L. SRSEN KENNEY
39 It’s Not about Digital Competence: Harnessing the Potential for Teaching Critical Media Literacy in English Language Arts
DEIDRE M. CLARY
SECTION 2
Integrating CML into Reading, Writing, and Interdisciplinary Instruction
46 Crossing Thresholds: Critical Media Literacies in the Secondary English Classroom
TREVOR ALEO
53 Digital Video Remix as Argumentative Research
SETH D. FRENCH
60 Community Response / La comunidad responde: Transforming Media Literacy through Translanguaging
TASHA DARBES & CHLOE SMOLARSKI
67 Bringing in Other Voices through Digital Source Curation
BETH WALSH-MOORMAN
73 Creating Connections through Digital Cultural Boxes
JENNIFER L. TONEY, FAITH GUY, & CHARLENE KLASSEN ENDRIZZI
80 Utilizing CML to Teach Misconceptions about Environmental Practices: Reduce, Reuse, Recycle
RACHEL WEAVER
SECTION 3
Teaching about and with Media
85 Escaping the Social Media Bubble
GORD BAMBRICK
92 Information Ecosystem: Understanding the Role of Mis- and Disinformation in Society, How Manipulation Works, and Strategies to Fight It
CHRIS WYSOCKI, LEAH TINDALL, KELSY HRIBAR, & KAREN AMBROSH
98 “Freedom, freedom, where are you?”: A Critical Approach to Examining Music Videos
TIANNA I. DOWIE-CHIN, HENRY “CODY” MILLER, SHELBY BOEHM, & MARIO WORLDS
106 Interrogating Gender with CML and Music Videos
TROY POTTER
113 Learning to Read Movies: Integrating National Film Study Standards in the Classroom
CATHERINE GOURLEY
120 Critical Media Literacies and the Digital Game Classroom
ALEXANDER BACALJA
127 Fighting Toxic Fandoms: Critical Media Compositions in a High School Classroom
KARIS JONES & SCOTT STORM
132 Champ Technique: Engaging Cultural Wealth for Deaf and Marginalized Students with Shared Documents
NIESHA WASHINGTON-SHEPARD, RHEA MORGENSTERN, & KATHLEEN WOOD
Despre autor
MARY T. CHRISTEL taught drama, literature, media, and film courses at Adlai E. Stevenson High School for thirty years. She co-authored several books on media literacy for NCTE as well as a recent publication on Shakespeare. Mary writes extensively on incorporating superhero narratives into ELA curricula and has contributed chapters to Comic Connections: Reflecting on Women in Popular Culture (2017), Comic Connections: Building Character and Theme (2019), and The Human in Superhuman (2022). She received special recognition from the Midwest Chapter of the National Academy of Television Arts and Sciences for her work developing media literacy curricula for the high school classroom and related teaching training
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