1st Edition

Media Literacy and Media Education Research Methods A Handbook

Edited By Pierre Fastrez, Normand Landry Copyright 2024
    342 Pages 4 B/W Illustrations
    by Routledge

    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



    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.