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News media literacy challenges and opportunities for Australian school students and teachers in the age of platforms

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Nettlefold, J ORCID: 0000-0002-8703-8639 and Williams, K ORCID: 0000-0001-8530-5361 2021 , 'News media literacy challenges and opportunities for Australian school students and teachers in the age of platforms' , Journal of Media Literacy Education, vol. 13, no. 1 , pp. 28-40 , doi: 10.23860/JMLE-2021-13-1-3.

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Abstract

News media literacy competencies and motivation in teachers are critical to media education initiatives. This article draws on a survey of 97 primary and secondary school teachers conducted as part of the Australian Broadcasting Corporation and University of Tasmania’s national Media Literacy Project in 2018. The data reveals challenges in the implementation of media literacy in classrooms, highlighting a generational divide linked to Australians’ rising consumption of news from digital sources and social media platforms. While teachers overwhelmingly say critical thinking about media is very important for students, nearly a quarter of these teachers are not engaging with news stories in the classroom. The data suggests responses require new resources, a review of teacher training, curriculum support, wider community collaboration and further research in the field.

Item Type: Article
Authors/Creators:Nettlefold, J and Williams, K
Keywords: media literacy, news literacy, media literacy curriculum, media education
Journal or Publication Title: Journal of Media Literacy Education
Publisher: National Association for Media Literacy Education
ISSN: 2167-8715
DOI / ID Number: 10.23860/JMLE-2021-13-1-3
Copyright Information:

Copyright: © 2021 Author(s). This is an open access, peer-reviewed article published by Bepress and distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.) License, (https://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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