Comparing Critical Media Literacy in University Teacher Education and Elementary Playshops

• In Event: 63.086 - Sheraton Roundtable 11 - Osgoode Ballroom
  In Roundtable Session: 63.086-5 - Tech, Text, and Talk

Abstract

We examine a curricular framework for play-based makerspaces, comparing three sites to explore how teaching K-12 students to make their own media assists in critical, productive, and multimodal responses in a world replete with animated films, television, video games, creative, and multimodal experiences (Buckingham, 2003; Marsh et al., 2016). Ethnographic analysis compared critical media literacy strategies in three sites: a filmmaking makerspace in a third grade classroom, a university course on K-2 literacy methods course, and a university Secondary English/Language Arts methods course. Findings reveal how youth’s popular culture passions can become resources for critical media literacy when teachers and facilitators develop and implement play-based making and digital filmmaking but also the challenges and possibilities that such literacies entail.

Authors

• Summer J Davis, Indiana University - Bloomington

• Jill A Scott, Indiana University - Bloomington

• Casey Marie Pennington, Indiana University - Bloomington

• Karen E. Wohlwend, Indiana University - Bloomington