How News Media Literacy Is Taught in Australian Classrooms

Autor/inn/en	Corser, Kristy; Dezuanni, Michael; Notley, Tanya
Titel	How News Media Literacy Is Taught in Australian Classrooms
Quelle	In: Australian Educational Researcher, 49 (2022) 4, S.761-777 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Corser, Kristy) ORCID (Dezuanni, Michael) ORCID (Notley, Tanya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00457-5
Schlagwörter	News Reporting; Media Literacy; Teaching Methods; Teacher Attitudes; Barriers; Faculty Development; Foreign Countries; Pedagogical Content Knowledge; Australia + Suchen Sie Ihr Suchwort? News report; Reportage; Media skills; Medie competence; Medienkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Ausland; Pädagogische Kompetenz; Australien
Abstract	News media literacy has come to receive considerable public attention in recent years in the context of anxieties about the impact of misinformation on society. This article outlines research that examines how Australian teachers perceive and value news media literacy and it explores their experiences of teaching news in the classroom. The article presents findings from an online survey of 295 Australian teachers and follow-up semi-structured interviews with 20 teachers. Our analysis finds that although many teachers value students' learning about the news, there are significant challenges and barriers to address if the approach is to become more widely available in Australian classrooms. Teachers lack direction about how news should be taught to young people, the curriculum is already crowded, limiting opportunities to address news, and teachers lack access to relevant professional development. The article provides insights into how to move forward to ensure young people receive adequate education about news in Australia, with the findings holding relevance to other countries facing similar challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01