Abstract
For three years, the Powerful Voices for Kids program, a university-school partnership program of the Media Education Lab at the University of Rhode Island, developed a multifaceted approach to integrate news and current events into in-school and after-school instruction in K-6 schools. Three case studies detailing the program’s impact on an undergraduate novice instructor, an in-school technology mentor, and an experienced classroom teacher illustrate the ways in which different stakeholders at the school approached news integration. Though approaches, interests, and values of each teacher vary considerably, all teachers share a commitment to the following classroom principles: (1) the use of inquiry to guide lesson development, (2) the role of ambiguity and uncertainty in otherwise structured learning environments, (3) the use of scaffolding and planning to limit and shape students’ experiences with a variety of unpredictable media texts in the classroom, and (4) written reflection on how individual teacher values and motivations contribute to the unique classroom culture. Implications for future professional development in K-6 news literacy are explored.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Moore, D. C. (2013). Bringing the World to School: Integrating News and Media Literacy in Elementary Classrooms. Journal of Media Literacy Education, 5(1). https://doi.org/10.23860/jmle-5-1-5
