This practitioner article describes the recent implementation of critical media literacy (CML) activities in secondary teacher education at a large university in the Southwestern United States. Preservice teachers in a content area literacy course analyzed a variety of media coverage of events that occurred near their university. Using an analytical framework for approaching texts, images, and messages, preservice teachers practiced critical exploration of media sources and motivations while articulating hidden figures of power and authority behind the dissemination of content for public consumption. Highlighting the pursuit of independent media and the cultivation of intellectual self-defense, this “Voices from the Field” article shares curricular artifacts, along with student responses to media and reflections on their developing pedagogies, to show how future teachers developed CML skills in their preservice coursework.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Marlatt, R. (2020). Encounter and counter: Critical media literacy in teacher education. Journal of Media Literacy Education, 12(2), 93-99. https://doi.org/10.23860/JMLE-2020-12-2-8