1st Edition
Media Literacy and Media Education Research Methods A Handbook
This handbook interrogates the foundations of media literacy and media education research from a methodological standpoint. It provides a detailed, illustrated overview of key methods used in the study of media literacy and media education. Further, it reveals the diversity of this research field and organizes this diversity by using three categories of investigation: media practices, educational initiatives, and prescriptive discourses.
The book offers valuable reference points and tools for exploring the range of research methods used to study media literacy and media education and how these methods connect to epistemological stances, theoretical frameworks, and research questions. It serves as a guide for researchers who wish to position themselves, reflect on the methods they use or are considering using, and compare and contrast them against alternative or complementary approaches. After reading this book, readers will be better able to identify and define the objects of study in media literacy and media education research, the preferred ways of conducting investigations, the phenomena, issues, and dimensions that these are likely to bring to light, and the knowledge that they generate.
This comprehensive and up-to-date overview of the field of media literacy education research methods will be of great interest to scholars and students of education studies, media studies, media literacy, cognitive science, and communication studies.
Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 International license.
Introduction: navigating the field of media literacy and media education through its research methods: media practices, educational initiatives, and prescriptive discourses
Normand Landry and Pierre Fastrez
Part 1: Media practices
Chapter One: Documenting media practices to define media literacy competence: a qualitative approach
Pierre Fastrez and Jerry Jacques
Chapter Two: Studying the media education practices of young children at home: methodological lessons from a cross-national qualitative study on digital activities at home
Stephane Chaudron, Rosanna Di Gioia, Cristina Aliagas Marin, Marina Kotrla Topić, Mari-Ann Letnes, Bojana Lobe, Mitsuko Matsumoto, Charles L. Mifsud, David Poveda, and Anca Velicu
Chapter Three: Participatory action research and media literacy: toward engaged, accountable, and collaborative knowledge production with marginalized communities
Koen Leurs, Çiğdem Bozdağ, Annamária Neag, and Sanne Sprenger
Chapter Four: Observing literacy practices in the “Third Space”: research methods
John Potter
Chapter Five: Researching media literacy practices using both critical and posthuman inquiry
Donna Alvermann, William Wright, and Ellen Wynne
Part 2: Educational initiatives
Chapter Six: Methodological considerations in researching teachers’ views and practices of media literacy
Csilla Weninger and Wei Jhen Liang
Chapter Seven: A research methodology aimed at analyzing teaching practices in relation to the development of digital skills in a university setting
Marie-Michèle Lemieux
Chapter Eight: Design-based research into the co-creation of teaching activities for the theoretical refinement of a multimodal media literacy competency model
Nathalie Lacelle and Martin Lalonde
Chapter Nine: Quantitative methods for assessing media literacy in evaluations of health promotion intervention programs using media literacy education
Christina V. Dodson, Tracy M. Scull, and Janis B. Kupersmidt
Chapter Ten: Issues of pedagogy, alignment, and context in assessing measures of media literacy
Renee Hobbs
Part 3: Prescriptive discourses
Chapter Eleven: Analyzing public policies on media education: from modalization to modeling of official discourses: proposed methodologies for a socio-anthropological approach to the analysis of institutional discourses in international comparison
Marlène Loicq
Chapter Twelve: Analyzing school curricula, training programs, and learning material: a method in media education
Normand Landry and Chantal Roussel
Chapter Thirteen: Quick-scan analysis as a method to analyze and compare media literacy frameworks
Leo Van Audenhove, Catalina Iordache, Wendy Van den Broeck, and Ilse Mariën
Chapter Fourteen: Critical discourse studies for research on media and information literacy projects: an illustrated discussion of seven methodological considerations
Jan Zienkowski and Geoffroy Patriarche
Chapter Fifteen: Rethinking media education policy research and advocacy: a deliberative approach
Gretchen King
Biography
Pierre Fastrez is Senior Research Associate at the Belgian National Fund for Scientific Research and Professor of Information and Communication at the Université catholique de Louvain (Belgium). His main research interests concern the definition of media literacy competence and media literacy assessment methods.
Normand Landry is Professor at TÉLUQ University and Canada Research Chair in Media Education and Human Rights. His work focuses on communication rights, media education, social movement theory, law, and democratic communications.
