Media education for digital citizenship is predicated upon the ability to access, analyze, evaluate and produce media content and communication in a variety of forms. While many media literacy approaches overemphasize the end-goal of accessing digital media content through the acquisition of various technology, software, apps and analytics, this book argues that the goals for comprehensive and critical digital literacy require grasping the means through which communication is created, deployed, used, and shared, regardless of which tools or platforms are used for meaning making and social interaction. Drawing upon the intersecting matrices of digital literacy and media literacy, the volume provides a framework for developing critical digital literacies by exploring the necessary skills and competencies for engaging students as citizens of the digital world.
Table of Contents
Foreword by Douglas Rushkoff Introduction Julie Frechette and Rob Williams Part I: Self 1. The Selfie, Photographic Communication and Digital Literacy Daniel S. Hunt 2. Shifting Identities through Social Media: Asian American Stereotypes and the Exploration of Comprehensive Media Literacy Chyng Sun, Rachael Liberman, Allison Butler, Sun Young Lee, and Rachel Webb 3. Who’s Tracking Me?: Investigating and Publicly Documenting the Surveillance Economy Using Lightbeam and Wikipedia Thomas F. Corrigan Part II: Social 4. The New Technology Revolution: Collaborative Efforts between Pediatricians, Schools, and Millennials for Media Education Victor C. Strasburger 5. Parenting the Connected Generation: Raising your Children in a Digital Age Elaine Young 6. Rectifying Social Inequalities through Actionable Pathways: How Girl Tech Teaches Young Women of Color to be Film Directors Andrea Quijada, Jessica Collins, and Kandace Creel Falcon 7. Social Justice and LGBTQ Communities in the Digital Age: Creating Virtual and Social Affinity Spaces through Media Literacy Morgan Jaffe Part III: Local 8. Policy, Participation and Practice: Assessing Media Literacy in the Digital Age Allison Butler 9. Digital Divides, Devices and Destinations for 1:1 Technology Initiatives for U.S. Secondary Education Ben Boyington 10. Encouraging Critical Thinking about Cyberbullying: Media Literacy Data from 6th Graders Erica Scharrer, Christine J. Olson, Laras Sekarasih, and Ryan Cadrette 11. The Text and the Image: Media Literacy, Pedagogy, and Generational Divides Bill Yousman Part IV: National 12. Breaking the Corporate News Frame through Validated Independent News Online Andy Lee Roth 13. Teaching Digital Literacy and Social Justice at the 1Hood Media Academy: Critical Pedagogy and the Limits of Philanthropy Chenjerai Kumanhika and Paradise Gray 14. Fight for Your Copyrights: Mashups, Fair Use, and the Future of Freedom Christopher Boulton 15. Humoring Youth into Political Engagement through The Daily Show and The Colbert Report: Satire as Political Critique Satish Kolluri 16. Back to School: Media Literacy, Graduate Education, and the Digital Age Lori Bindig Part V: Global 17. The Mobile Citizen: How a Media Literate Generation is Reshaping the Global Public Sphere Paul Mihailidis 18. Digital Literacy, Public History, and FORTEPAN Bettina Fabos, Leisl Carr Childers, and Sergey Golitsynskiy 19. Tracing the Environmental Impact of Apple: A Case Study of Mobile Technology Production and Consumption Nicki Lisa Cole 20. ‘Mediapting’ and Curation: Research Informed Pedagogy for (Digital) Media Education Praxis Julian McDougall
Julie Frechette is Professor of Communication at Worcester State University, in Massachusetts, where she teaches courses on media studies, critical cultural studies, media education, and gender representations. Her book, Developing Media Literacy in Cyberspace: Pedagogy and Critical Learning for the Twenty-First-Century Classroom (2002), was among the first to explore the multiple literacies approach for the digital age. She is the co-editor and co-author of the book Media in Society (2014), as well as numerous articles and book chapters on media literacy, critical cultural studies, and gender and media. She serves as a board member of the Action Coalition for Media Education.
Rob Williams teaches new/digital and social media, communications and journalism courses at the University of Vermont and Sacred Heart University. The co-founding president and current board chair of the Action Coalition for Media Education (ACME at www.smartmediaeducation.net), he is the author of numerous articles and book chapters about media education, lectures widely on topics and issues related to digital media literacy education, and consults with a number of organizations, including the College for America, PH International and the U.S. State Department. His latest book is Most Likely to Secede: What the Vermont Independence Movement Can Teach Us about Reclaiming Community and Creating a Human Scale Vision for the 21st Century (2013).
'The essays connect and separate in ways that cannot be fully captured through these lenses. Especially noteworthy is the chapter on ubiquitous surveillance, “Who’s Tracking Me?,” which informs critical pedagogical theory even as it offers practical and creative classroom learning activities. Summing Up: Recommended. All readers.' - T. R. Glander, Nazareth College, CHOICE Reviews