Grant, Kathryn

Media literacy within K-8 classrooms: An inquiry into effective practices

Keywords: media education, media literacy

Abstract

This study examines the role of media literacy and media forms within the classroom. My research focus question is: “How can teachers at the elementary level effectively implement a media literacy program in the classroom?” Three exemplary media literacy teachers’ perspectives are considered when gathering data on the challenges and benefits of including media literacy within classroom practice. All three teachers are interviewed using specific questions to compile an informative perspective on this relevant issue. The data collection is analyzed to discover connections, thoughts and strategies for teachers that support inclusive strategies for teaching media literacy as part of Ontario’s daily curriculum subjects. If teachers develop their knowledge about media literacy and grow with their students, media production projects can form a strong relationship that can build new learning opportunities that will interest educators. My hope is that this research project will expose the benefits of incorporating media literacy in classroom instruction so that students’ learning can be more relatable and meaningful to their everyday lives. From various authors (Buckingham, 2001; Hobbs, 2005), it is understood that media literacy is essential in education in order to prepare students to succeed as citizens of the twenty-first century.

Acknowledgements

I would like to thank my supervisor Kim MacKinnon and my research group for all of their continual support, time and guidance through this writing journey. I would also like to thank my research participants who volunteered their time and perspectives, which supported my study of media literacy programs in the elementary classroom.