Teachers also integrate media literacy skills to current content by evaluating information encountered in class with a different perspective. Ultimately, this matter of utility has and continues to be an important question for education researchers since research just for research sake often does not consider the utility of the work. Teachers we have worked with have found success in more consistent use by implementing regular skill-building assignments, such as “media literacy Fridays”, where students bring in stories and events to evaluate. While there is currently high-quality research being conducted which has shown the field numerous strategies to assist students in being smart digital consumers, a concern we have heard from educators is, how do I get my students to consistently do these things? This is a crucial question because if people know what to do, but they do not actually do it then the skill in question really does not serve its utility. When considering the wide range of goals and the complexity of achieving these goals, it can present a daunting task for researchers and educators. Importantly, many (if not all) of these goals require use of many different skills and high use of cognitive resources. These goals can include: recognizing advertisements versus articles identifying credible information and sources, among many more. Media literacy has a wide range of purposes and goals that researchers and educators can work towards to support students to engage in the essential skills for our democratic society. You know exactly how to begin so that the time feels purposeful and you were taught skills for each part of the routine. Why is this your favorite class? The expectations were established and you were able to focus on purposeful interaction and learning within the structure of the opening routine. You also know that if you are called on and you don’t know the answer, your teacher will give you more time to talk to your partner and then come back to you. You know that you and your partner have 4 minutes to collaborate before the teacher will call on a non-volunteer. You use the partner talk structures your teacher has taught you, making sure to make eye contact, take turns, paraphrase, and ask questions. You are greeted warmly by the teacher, you take your seat, and follow the class routine to choose a warm-up question and get ready to share your ideas with your assigned partner. Imagine you are a seventh grade student and you arrive at your favorite class.
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