From Classroom to Community: Critical Media Literacy as a Catalyst for Civic Action

• In Event: Power of Media: Representation, Literacy, and Democracy

Proposal

Context
The digital age has democratized access and creation of information but has also sowed mis- and disinformation at an unprecedented scale, corroding trust in mainstream news and expert knowledge, as seen during the COVID-19 pandemic (Egelhofer & Lecheler, 2019; United Nations High Commissioner for Refugees [UNHCR], 2022). The digital age has also contributed to great distortion of people’s decision-making abilities (Asardag & Donders, 2022; Choi & Cristol, 2021). These instances exemplify the critical importance of including media literacy in education and policy, for the lack thereof may jeopardize democracy itself (Allcott & Gentzkow, 2017; Buckingham, 2019). Moreover, Critical Media Literacy (CML) has the potential to inspire and empower students to consume and create media critically, further democratizing and diversifying the media landscape by turning them into civic agents toward the betterment of their communities (Kellner & Share, 2007).

Critical Media Literacy
Media literacy is a pedagogical practice that aims to teach people how to assess and analyze messages and representation in media (Hall, 1980; Hobbs, 1998). However, in practice in the US, media literacy tends to over-emphasize fact-checking and a simplistic binary between real and fake news. Consequently, individuals are blamed rather than being educated about the systemic issue of media and tech companies profiting commercially and politically from this status quo (Kellner & Share, 2005, 2007; Schmidt, 2012).
CML addresses this omission by accentuating the intrinsic political and ideological biases inherent to all messages within media (Kellner & Share, 2007; Share et al., 2019). Moreover, CML evinces the threads knotting the interests of media companies, their sponsors (and business leaders in general), as well as the government in manufacturing consent among citizens and consumers (Herman & Chomsky, 1988). As a pedagogical approach, CML champions dialogical and democratic education (Dewey, 1916; Freire, 1970), furthering discourse between teachers and students and inspiring the latter’s civic identity by calling them to act in their communities. CML aims to equip students with the tools to become media creators, decentralizing media production from media conglomerates, and allowing for diverse narratives to flourish (Giroux, 1983; Share et al., 2019).

CML in K-12 and Higher Education
CML inspires civic agency and political activism in students, and media creation—in the form of video, music, books, or any other kind—helps them to manifest their voices into the world (Haddix et al., 2016; Marlatt, 2020). However, the integration of CML within K-12 and higher education involves various stakeholders who often have different interests and perspectives on the role education should take (Hobbs et al., 2022). Regardless, once implemented, CLM yields students with higher levels of media literacy and critical thinking (Trope et al., 2021). Research shows that even brief instruction can enhance students’ understanding of the media messages and representations, and greater levels of self-awareness, especially regarding bias (De Abreu, 2017; Hobbs et al., 2022).
In higher education specifically, incorporating CML becomes essential given the pressing need for a comprehensive understanding of media representations, biases, and ideological frameworks (De Abreu, 2017; Trope et al., 2021). UNESCO’s 2011 proclamation highlighted the global challenge of training teachers in media and information literacy, signaling the importance of embedding CML in higher education curricula to foster students’ critical consciousness (Grizzle & Wilson, 2011; Share et al., 2019).
The integration of CML in higher education can revolutionize teaching and learning, necessitating systemic changes and fostering a culture of critical media examination (Trope et al., 2021). Despite the rarity of dedicated media literacy courses, there is a trend toward incorporating media literacy themes across disciplines (Schmidt, 2013). However, teacher training in CML remains a gap, with few universities addressing this lack of training (Share et al., 2019). Moreover, the encroachment of corporate interests may lead to education commodification, reducing students to mere consumers (Giroux, 2014). Including media literacy in curricula requires complex procedures, trained educators, and strategic implementation (Marlatt, 2020; Trope et al., 2021). Also, independent initiatives often shoulder the responsibility for professional development in CML due to a lack of standardized curriculum and systematic funding (Dharamshi, 2018). In response to these challenges, universities, as part of their societal commitment, should equip students with skills to discern information, contributing to their civic engagement and political awareness (Choi & Cristol, 2021; Compagnucci & Spigarelli, 2020).

Significance
This review emphasizes the transformative potential of Critical Media Literacy in equipping students with the tools to navigate the vast media landscape, enabling them to deconstruct media messages, understand underlying biases, and recognize the power structures at play. This is particularly crucial when it comes to understanding the narratives surrounding protests and social movements. Without CML, students might passively consume media, accepting presented narratives without question. However, with CML, they can actively interrogate these narratives, discerning which voices are being amplified and which are being silenced, and understanding the broader socio-political contexts in which these narratives are constructed.
Furthermore, CML empowers students to become active participants in shaping the media landscape and, by extension, societal discourse. By understanding the mechanics of media production, representation, and dissemination, students can create and amplify their own narratives, challenging dominant paradigms and advocating for change. In the context of protest, this means that students are not just passive observers but can become active agents, harnessing the power of media to mobilize, inform, and inspire. They can challenge the status quo, not just on the streets, but in the digital realm, where much of today's discourse is shaped. In essence, CML doesn't just teach students to understand the power of protest; it equips them to harness it.

Conclusion
In the digital age, CML stands as an indispensable tool for students. It not only equips them to discern and navigate the complex media landscape but also empowers them to become proactive citizens. By understanding the intricacies of media messages and their underlying biases, students are better positioned to make informed decisions and take meaningful civic actions. In essence, CML is more than just a skill; it is a catalyst for fostering engaged, informed, and proactive members of society.

Author

• Bruno Halpern, Florida Gulf Coast University