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Abstract

While there is consensus regarding the definition of media literacy, classroom-based studies of media literacy education in action are few and research that investigates how teachers implement media literacy in practice are needed, including information about why it is taught, what is taught, and how it is taught. Through a purposefully selected case of media literacy at the middle level, this study analyzes three veteran teachers’ media literacy practice identifying critical enjoyment as a pioneering approach to media literacy education that moves beyond the purposes of protection, preparation, and appreciation.

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