Whose Medium? Whose Message?: A Critical Media Literacy Approach to "Information Has Value"
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Publisher:Association of College & Research Libraries
Citation:Bussell, H. (2018). Whose medium? Whose message?: A critical media literacy approach to "Information Has Value." In M. K. Oberlies & J. Mattson (Eds.), Framing information literacy: Teaching grounded in theory, pedagogy, and practice (Vol. 2, pp. 171–184). Chicago: Association of College and Research Libraries.
Series/Report no.:Publications in Librarianship No. 73
This chapter presents a lesson that uses critical media literacy theory to introduce students to "Information Has Value" in the context of news media. Originating in cultural studies, critical media literacy is an educational theory that posits that media sources reflect and perpetuate the socioeconomic power imbalances in the society in which they are produced, and that students should learn to critically analyze and question representations in media they encounter. It is thus a powerful lens through which to help students learn about the concept "Information Has Value." The lesson discussed in this chapter combines rhetorical analysis, hands-on searching, and discussion to help students 1) begin to identify the socioeconomic conditions through which a news media source is produced, 2) understand how these conditions can shape its production and dissemination, 3) reflect on how this contributes to the marginalization and underrepresentation of certain groups within news media.
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Rights:© Hilary Bussell
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