Constructing Chinese teachers’ media literacy in the digital education era – A case study of S primary school’s WeChat account

• In Event: Global Perspectives on Teacher Education Policies and Leadership

Proposal

1. Introduction
In the digital era of education globalization, media literacy has become a crucial skill for educators to navigate the complexities of technology-enhanced learning environments. Teachers are expected to not only integrate digital tools into their teaching but also guide students in critically engaging with digital content. In China, a characterized communication tool, the WeChat public accounts, has been widely used among Chinese schools in the post-pandemic era to connect schools, teachers, and parents. This has created new opportunities for teachers to enhance their media literacy. This has evolved as a key platform for digital content creation and educational engagement in Chinese schools.
While WeChat public accounts have been widely used, less attention has been given to how teachers themselves develop their media literacy, particularly through their roles as content creators on school WeChat platforms. This study aims to fill this gap by focusing on this unique post-pandemic phenomenon.

2. Theoretical Framework
This study draws on two key frameworks: media literacy theory (Potter, 2004) and teacher professional development theory (Zhu, 2010).
“Media literacy” is the ability to access, analyze, evaluate, create, and act using all forms of communication (NAMLE, 2024). The core value of media literacy is the critical thinking skills that enable individuals to understand the role of media in society and make informed decisions in response to media content.
Teacher professional development theory suggests that teachers’ professional growth is a continuous process of reflection, learning, and action (Zhu, 2010). In response to global digitalization, media literacy has become a basic competency within the framework of teacher professional development, as it enables educators to integrate modern media into their teaching practices.

3. Literature Review
1) The Significance of Improving Chinese Teacher’s Media Literacy
Media literacy is an essential skill for teachers worldwide in this digital age, as students increasingly rely on digital platforms for information and communication. Research shows that teachers with stronger media literacy are better equipped to guide students in critically navigating the complex digital environment. The global shift toward digital and blended learning has brought media literacy to the key focus of teachers’ professional development.
In China, the need to improve teachers’ media literacy has been recognized at the policy level. Recent policies have advocated media literacy education as a strategic response to the challenges of the digital age. These policies emphasize that improving teachers’ media literacy is essential for building a comprehensive media communication system that benefits students.
2) Pathways to Improve Chinese Teacher’s Media Literacy
Existing research in China has explored various pathways for improving teachers’ media literacy, particularly among three key stakeholders: teachers, schools, and regional educational research departments.
Teachers themselves are central to this process, requiring an open mindset toward new media technologies and a commitment to lifelong learning. Schools play a crucial role by providing supportive physical infrastructure including necessary hardware and resources, creating strong learning environments, and promoting media-friendly school cultures. The regional educational research department, which is a unique feature of China’s education system, is responsible for ensuring localized and equitable access to media literacy training, addressing disparities between urban and rural schools.
3) Digital Content Creation through WeChat Public Accounts
During the COVID-19 pandemic, a special school-home connection approach emerges in Chinese primary and middle schools. The WeChat public account is widely used among schools across China to foster ongoing engagement between teachers, students, and parents. Teachers are usually responsible for managing these accounts and creating and curating content that is educational, informative, and engaging. This process requires teachers to develop various digital competencies, including technical skills for platform management, content creation skills for writing and multimedia production, and communication skills for effectively reaching their audience.
However, despite the widespread use of WeChat public accounts in schools, there remains a significant gap in research on how these activities impact teachers' media literacy. While the platform has been recognized for its ability to enhance students' digital engagement, the role of teachers as content creators for WeChat public accounts has yet to be fully explored. This study seeks to address this research gap by investigating how managing school WeChat public accounts and creating digital content enhances teachers' media literacy, thus contributing to the broader discourse on teacher development in the digital age.

4. Methodology
This study employs a combined case study and empirical research approach. This research begins with an extensive literature review. The WeChat public account of School P in China is selected as the primary case study, focusing on the nature and frequency of teacher involvement in content creation. Semi-structured interviews are then conducted with the school’s teachers and principal to gain insight into how their engagement with the platform and digital content has affected their media literacy.
The collected data is analyzed to identify key pathways for enhancing teachers’ media literacy through the digital content creation through WeChat, with recommendations for future application and improvement based on the findings.

5. Key Findings
The main findings of this study highlight several significant improvements in teachers’ media literacy through their involvement in managing WeChat public accounts and creating digital content, which can be summarized in four aspects:
1) Teachers' critical thinking and content evaluation skills are notably enhanced as they navigate the complexities of digital content creation.
2) Teachers’ technical proficiency improves as they learn to use various digital tools for producing and sharing content.
3) Teachers develop stronger communication skills, learning to engage effectively with a broader audience, including students, parents, and the community.
4) This experience fosters greater professional confidence and empowerment, as teachers recognize their expanded role in the digital education landscape.

6. Discussion
This study emphasizes the importance of integrating hands-on digital content creation into teacher development and highlights the WeChat public account as a motivating platform for teachers. The ethical considerations involved in teachers’ use of media are further discussed, focusing on how to ensure that digital tools are accessible and effectively meet the unique challenges faced by educators and learners with special needs.

Author

• Jingya Zhu