Abstract
Critical media literacy (CML) is vital for students to navigate the current proliferation of misinformation and disinformation. Despite what is known about the influence of teacher beliefs on classroom practice, little research to date has looked at what teachers perceive about the importance of CML. The researchers administered a survey to teachers throughout the U.S. (N = 362) on their perceptions of the importance of teaching CML as part of their instruction. Using quantitative methods, the researchers found CML as the primary factor underlying the survey data and a strong awareness of the importance of teaching CML to students. While years of teaching experience, subject areas, being a primary, elementary, or middle school teacher, geographic area, and being politically conservative or progressive were not significant predictors of CML factor scores, three covariates showed significant differences gender, educational level, and being a high school teacher. Implications for teacher education programs and professional learning initiatives and other suggestions for improvement are included in the discussion.
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This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Allen, J. K., Griffin, R. A., & Mindrila, D. (2022). Discerning (Dis)information: Teacher perceptions of critical media literacy. Journal of Media Literacy Education, 14(3), 1-16. https://doi.org/10.23860/JMLE-2022-14-3-1
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