Document Type

Contribution to Book

Publication Date

2025

Publisher

Taylor & Francis (Routledge)

Source Publication

Children, Media, and Technology

Source ISSN

9781003453123

Original Item ID

DOI: 10.4324/9781003453123-6

Abstract

This chapter takes up the role of another important set of actors in young people's lives—teachers and other educators—in shaping their interactions with media and technology. The chapter focuses on educational efforts, in or after school, designed to enhance children and adolescents' awareness and critical thinking about media practices, content, and potential for effects. Media literacy initiatives that ask young people to create media will also be explored, including when they are asked to tell their own stories. We examine how mainstream media literacy education can sometimes inadvertently reinforce systems of oppression. However, by intentionally including more diverse representations, inclusive voices, and equitable access, media literacy education can potentially transform individuals, families, and communities. We offer the Trauma-informed, Equity-minded, Asset-based Model (TEAM) to media literacy education that can help youth be more reflexive, have greater agency, and feel empowered to use media positively for well-being, self-actualization, civic engagement, community building, and active citizenship.

Comments

Accepted version. "Media Literacy Education" in Children, Media, and Technology. Ed. Erica Scharrer. New York: Taylor & Francis (Routledge), 2025: 84-99. DOI. © 2025 Taylor & Francis (Routledge). Used with permission.

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