Abstract
In this study, we examine the lived experiences of educators who engage with youth through media literacy education. While prior research has examined the efficacy of media literacy education interventions, little attention has been paid to the contexts in which these are conducted. Our analysis of 20 semistructured interviews reveals how the structural context illuminates several “divides,” shaping how media literacy is taught and experienced. Three major themes emerged from the data: (1) teachers and high school students inhabit distinct media worlds, shaping their media understanding differently; (2) the socio-economic status of the school determines whether media literacy is taught functionally or analytically; (3) media choices and political context significantly influence media literacy education. Our analysis reveals that these divides lead to different understandings of media and media literacy between students and teachers, undermining the efficacy of media literacy efforts. Thus, we highlight the need for bottom-up approaches to address educational resource limitations to ensure more cohesive media literacy education outcomes.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Bhalla, S., Nelson, M. R., & Spikes, M. (2025). Classroom contexts: Teachers talk teaching media literacy. Journal of Media Literacy Education, 17(2), 37-52. https://doi.org/10.23860/JMLE-2025-17-2-3
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