Media literacy education in the United States is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. This work has arisen from a legacy of media and technology use in education throughout the 20th century and the emergence of cross-disciplinary work at the intersections of scholarly work in media studies and education. Reflecting the emergence of a common ground for the field, the Core Principles of Media Literacy Education in the United States was created by a team of scholars and practitioners in 2007. This work reconciles the “protectionist” and “empowerment” wings of the media literacy education community and attempts to counter various misunderstandings among non-specialists. Two issues are identified for their potential to impact the future of the field: (1) media literacy’s relationship to the integration of educational technology into the K-12 curriculum and (2) the relationship between media literacy education and the humanities, arts, and sciences.
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Hobbs, R., & Jensen, A. (2013). The Past, Present, and Future of Media Literacy Education. Journal of Media Literacy Education, 1(1). Retrieved from https://digitalcommons.uri.edu/jmle/vol1/iss1/1