Media Literacy Across the Curriculum

A Comprehensive Guide to Media and Information Literacy, Critical

Consumption, and Ethical Media Use

Introduction
In today's information-saturated world, media literacy has become as essential as traditional literacy.
Media literacy encompasses the ability to access, analyze, evaluate, create, and act using all forms of
communication. This handout explores three core components of media literacy—Media and Information
Literacy (MIL), Critical Consumption of Information, and Ethical Use of Media—and provides strategies for
developing these competencies across the curriculum.

Media and Information Literacy (MIL)

Understanding Media and Information Literacy

Media and Information Literacy (MIL) represents the composite set of knowledge, skills, and attitudes that
enable citizens to:

Access and use media and information sources effectively

Understand how media functions in democratic societies

Critically evaluate media content and information sources

Engage with media for self-expression and democratic participation
Produce media content responsibly

According to UNESCO (2013), MIL empowers citizens by providing them with the competencies needed
to engage with traditional and new media platforms while developing critical thinking and lifelong
learning skills to socialize and become active global citizens.

Key Components of MIL

Component Description

Access The ability to find and use media and information tools and platforms

Evaluation The capacity to understand, critically assess, and question media messages

Creation The skills to produce content across various media formats

Reflection The ability to apply ethical principles and self-awareness to media consumption and production

Action The capacity to communicate effectively and participate in society using media tools
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MIL in Educational Settings
1. Media Analysis Activities
Deconstructing advertisements, news articles, social media posts

Identifying techniques used in various media formats

Comparing coverage of events across different media sources

2. Media Production Projects

Creating digital stories, podcasts, videos, or blogs
Developing news reports on school or community events

Designing public service announcements

3. Information Source Evaluation

Teaching CRAAP test (Currency, Relevance, Authority, Accuracy, Purpose)

Building source verification habits

Distinguishing between fact and opinion

4. Digital Platform Exploration

Examining the features and limitations of different digital platforms

Understanding algorithms and how they shape information access

Investigating business models of media platforms

Research indicates that students with strong MIL skills demonstrate improved critical thinking, greater
civic engagement, and enhanced ability to navigate digital environments safely and effectively (Hobbs,
2010; Livingstone et al., 2017).

Critical Consumption of Information

The Information Evaluation Process

Critical consumption involves systematic evaluation of information through:

1. Source Analysis
Identifying the creator or publisher

Evaluating expertise and credentials

Examining potential biases or agendas

Checking for transparency about methods and sources

2. Content Evaluation
 Assessing evidence quality and quantity

Checking for logical reasoning and fallacies

Distinguishing between facts, opinions, and inferences

Recognizing emotional appeals and rhetorical devices

3. Contextual Understanding
Considering historical and cultural context
Comparing with other sources on the same topic

Recognizing what information might be missing

Understanding the intended audience

4. Personal Reflection
Acknowledging one's own biases and preconceptions

Considering emotional responses to information

Evaluating how new information relates to existing knowledge

Practicing intellectual humility

Challenges in the Current Information Landscape

Today's information ecosystem presents unique challenges:

Information Overload: The sheer volume of available information makes thorough evaluation
difficult

Filter Bubbles: Algorithmic filtering limits exposure to diverse viewpoints

Deep Fakes: Advanced technology makes false content increasingly convincing

Monetized Attention: Business models incentivize engagement over accuracy

Misinformation Spread: False information can spread faster than corrections

Information Disorder: Misinformation, disinformation, and malinformation require different

responses

Strategies for Teaching Critical Consumption

1. Lateral Reading
Teaching students to open new tabs to verify claims and sources

Practicing "reading across" multiple sources rather than deep diving into a single source first

Building the habit of checking other credible sources before accepting claims

2. Question Frameworks
 Who created this? What is their expertise?

What evidence supports the claims?

What might be missing from this account?

Who benefits from this perspective?

How does this make me feel, and why?

3. Fact-Checking Instruction
Teaching use of fact-checking websites and tools

Practicing reverse image searches

Developing skills for verifying claims independently

4. Cognitive Bias Awareness

Teaching about confirmation bias, availability heuristic, and other cognitive biases

Providing exercises to identify biases in oneself and others

Developing strategies to mitigate bias effects

Research shows that students who learn systematic critical consumption skills demonstrate increased
resistance to misinformation and greater ability to evaluate source credibility (McGrew et al., 2019;
Wineburg et al., 2016).

Ethical Use of Media

Ethical Frameworks for Media Use

Several ethical frameworks can guide media consumption and production:

Utilitarianism: Considering the greatest good for the greatest number in media choices

Virtue Ethics: Developing and demonstrating virtues like honesty, fairness, and respect

Deontological Ethics: Following ethical rules and principles regardless of consequences

Care Ethics: Prioritizing relationships and responsibilities to others

Social Justice Ethics: Considering power dynamics and representation

Key Ethical Principles for Media Use

1. Truth and Accuracy
Verifying information before sharing

Representing facts honestly

Acknowledging uncertainty when appropriate

 Correcting errors promptly

2. Fairness and Balance

Considering multiple perspectives

Avoiding misrepresentation

Providing appropriate context

Giving voice to diverse viewpoints

3. Privacy and Consent

Respecting individuals' privacy rights

Obtaining informed consent when appropriate

Understanding digital footprints

Practicing responsible data sharing

4. Intellectual Property
Understanding copyright and fair use

Properly attributing sources

Respecting creative works

Practicing ethical citation

5. Digital Citizenship
Contributing positively to online communities
Considering the impacts of digital actions

Practicing responsible sharing

Standing against harmful online behaviors

Ethical Media Production

Ethical media production involves:

Transparency about methods, sources, and potential biases

Responsibility for accuracy and potential impacts

Inclusivity in representation and accessibility

Respect for subjects and audiences

Authenticity in purpose and presentation

Teaching Ethical Media Use

1. Case Study Analysis
 Examining ethical dilemmas in media

Applying ethical frameworks to real situations

Discussing consequences of various choices

2. Ethical Production Guidelines

Developing classroom standards for media creation

Creating ethical checklists for student productions

Providing feedback on ethical dimensions of work

3. Digital Citizenship Activities

Role-playing online scenarios

Developing personal ethical codes for media use

Practicing responsible digital communication

4. Reflection Practices
Journaling about media consumption choices

Discussing ethical implications of viral content

Evaluating personal media habits through ethical lenses

Research indicates that explicit teaching of media ethics leads to more responsible media behavior and
greater awareness of the social implications of media choices (James et al., 2016; Jenkins et al., 2016).

Integrating Media Literacy Across the Curriculum

Language Arts and Humanities

Analyze rhetoric in multimedia texts

Compare book adaptations across media formats

Create multimedia responses to literature

Evaluate historical sources and documentaries

Examine propaganda techniques in historical contexts

Science and Mathematics

Evaluate science reporting in popular media

Analyze data visualizations and infographics

Create multimedia explanations of scientific concepts

Examine how statistics can be misrepresented

 Investigate scientific controversies in media

Social Studies and Civics

Analyze news coverage of political events

Compare media systems across countries

Investigate digital activism campaigns

Evaluate social media's impact on civic engagement

Create media for community education

Arts and Technology

Examine techniques used in visual persuasion

Create media with attention to ethical representation

Analyze aesthetic choices in media design

Investigate the impacts of emerging media technologies

Design media for specific audiences and purposes

Assessment of Media Literacy

Effective assessment of media literacy involves multiple approaches:

Formative Assessment Strategies

Media analysis tasks with rubrics
Source evaluation worksheets

Self-assessment questionnaires
Peer feedback on media productions

Reflection journals on media consumption

Summative Assessment Options

Media creation projects with comprehensive rubrics
Case study analyses of media ethical dilemmas

Research projects requiring source evaluation

Portfolio documentation of media literacy growth

Presentations analyzing media messages

Assessment Principles

1. Focus on process as well as product

2. Include both analytical and production components

3. Address all dimensions of media literacy

4. Provide specific, actionable feedback

5. Connect assessment to real-world media contexts

Addressing Challenges in Media Literacy Education

Potential Challenges and Solutions

Challenge Solutions

Rapidly changing media landscape Focus on transferable skills rather than specific platforms

Varied student access to technology Incorporate both digital and analog media literacy activities

Political sensitivity of media topics Establish clear guidelines for respectful discussion

Teacher knowledge gaps Provide professional development and co-learning opportunities

Limited curricular time Integrate media literacy into existing content areas

Assessment complexity Use performance-based assessment with clear rubrics

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Creating a Supportive Environment

Successful media literacy education requires:

Administrative support for media literacy as a priority

Appropriate technology access and policies

Community education about media literacy goals

Clear policies for addressing controversial content

Ongoing professional development for educators

Collaboration across subject areas

Looking Forward: Emerging Trends in Media Literacy

As media continues to evolve, media literacy education must address:

Artificial Intelligence: Understanding AI-generated content and its implications

Virtual and Augmented Reality: Developing critical approaches to immersive media

 Algorithmic Literacy: Understanding how algorithms shape information access

Data Literacy: Interpreting and critically evaluating data representations

Participatory Culture: Navigating online communities and collaborative creation

Global Media Contexts: Understanding diverse media systems and cultures

Educators must stay informed about these developments while continuing to emphasize the fundamental
principles of critical thinking and ethical engagement that underlie all forms of media literacy.

References
Buckingham, D. (2019). The media education manifesto. Polity Press.

Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute.

James, C., Weinstein, E., & Mendoza, K. (2016). Teaching digital citizens in today's world: Research and
insights behind the Common Sense K-12 digital citizenship curriculum. Common Sense Media.

Jenkins, H., Shresthova, S., Gamber-Thompson, L., Kligler-Vilenchik, N., & Zimmerman, A. (2016). By any
media necessary: The new youth activism. NYU Press.

Livingstone, S., Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017).
Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging
strategies of parental mediation. Journal of Communication, 67(1), 82-105.
https://doi.org/10.1111/jcom.12277

McGrew, S., Breakstone, J., Ortega, T., Smith, M., & Wineburg, S. (2019). Can students evaluate online
sources? Learning from assessments of civic online reasoning. Theory & Research in Social Education,
46(2), 165-193. https://doi.org/10.1080/00933104.2017.1416320

Potter, W. J. (2018). Media literacy (9th ed.). SAGE Publications.

UNESCO. (2013). Global media and information literacy assessment framework: Country readiness and
competencies. UNESCO.

Wineburg, S., McGrew, S., Breakstone, J., & Ortega, T. (2016). Evaluating information: The cornerstone of
civic online reasoning. Stanford Digital Repository.