Abstract
Although scholars and practitioners have suggested teachers integrate media literacy into content instruction to equip students with the skills needed to participate online, media literacy may be a new or underutilized concept for teachers. As teachers must acquire the necessary skills to educate students about media literacy, online professional development is an efficient method for teacher learning focusing on concepts often overlooked by school divisions such as media literacy. This case study examined the change in six high school teachers’ perceptions of their competence related to the instructional integration of media literacy while participating in an online professional development course. Findings indicated a perceived increase with the following: media literacy connections to content curriculum, media literacy language, use of the open web, and media evaluation. Recommendations include specific refinements to the online professional development course, implementing differentiated media literacy learning experiences, technology coaching, and leveraging media literacy for social justice.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Korona, M. (2024). Teachers’ perceptions of media literacy competence during an online professional development. Journal of Media Literacy Education, 16(1), 36-49. https://doi.org/10.23860/JMLE-2024-16-1-3
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Educational Technology Commons, Instructional Media Design Commons, Online and Distance Education Commons, Secondary Education Commons, Teacher Education and Professional Development Commons
