Navigating K–12 Teachers’ Perceived and Demonstrated Media and Information Literacy Through an Activity Structure

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Pre- and In-Service Teacher Development With Technology as an Agent of Change (Table 16)

Abstract

Teachers who lack media and information literacy (MIL) background knowledge may teach students inaccurate or incomplete notions of critically engaging with online information. This case study examined teachers’ perceptions of their online information competence after participating in an activity structure situated within a graduate course, the impact of the activity structure on their ability to evaluate online information, and the MIL strategies valued by teachers. Findings indicated a significant difference in teachers’ perceived MIL competence, teachers applied specific strategies for critical evaluation such as lateral reading, and they valued strategies for maintaining healthy media consumption. Recommendations include equipping teachers with sufficient MIL background knowledge, addressing gaps between actual and perceived critical evaluation ability, and situating MIL within generative AI.

Authors

• Matthew Korona, Loudoun County Public Schools

• Dawn Marie Hathaway, George Mason University