This study provides a critical analysis into how authors of publications about critical media literacy express what they mean by the term. The use of multiple strategies to examine the degree to which these authors exhibit a sharing of meaning led to the conclusion that there are far more differences than commonalities across definitions of critical media literacy. The implications of this conclusion raise important questions about the value of a literature where authors seem to express so many different meanings for the concept that they use to label their common concern.
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Potter, W. (2023). Critically analyzing the meanings of “critical” media literacy. Journal of Media Literacy Education, 15(3), 110-127. https://doi.org/10.23860/JMLE-2023-15-3-9