Innovation in Language Learning
Developing Critical Media Literacy Through Project-based Learning in English for Specific Purposes
Stavroulla Hadjiconstantinou, Cyprus University of Technology (Cyprus)
Abstract
Among the challenges for language instructors nowadays is to prepare learners to be actively and equitably engaged in digitally mediated environments. These challenges are further foregrounded in light of the recognition of the importance of developing Critical Thinking (CT) in education [4],[7]. In this study i explore myside bias, a construct of CT from cognitive psychology [8] and the potential it may offer, as a linguistic practice in creating the social context that can enhance the development of critical media literacy (CML). CML refers to the immense influence of Mass Media and popular culture in transforming dominant ideologies and emphasizes the development in learners of a critical eye toward how writers, illustrators and in general creators of all kinds of texts can combine image and text in support of promoting or suppressing particular views and ideas [5]. More specifically drawing on research in Critical Pedagogy that highlights the importance of raising learners’ critical awareness through language [6], I explore how practices of identifying and negotiating the expression of unjustified personal opinion(mysid bias) through dialogic questioning [1] of multimodal texts in an English for the Media university course, particularly sensitive to issues of criticality can enhance the development of learners’ multimodal literacy. Project-based learning and some of the principles behind it inform the design of the activities [2] which involve media students as members of an editorial board (situated learning), in critically analyzing, discussing and reconstructing multimodal material to create a balanced representation of the issues portrayed in it.
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Keywords |
Critical media literacy, English for the Media, Critical thinking |
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References |
[1] Benesch, S. (1999). Thinking critically, thinking dialogically. TESOL Quarterly, 33(3). https://doi.org/10.2307/3587682 [2] Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). [3] Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational psychologist, 35(3), 149-164. [4] Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1). [5]Kellner, D., & Share, J. (2007). Critical media literacy is not an option. Learning Inquiry, 1(1), 59–69.Kuhn, D. (1991). The skills of argument. Cambridge University Press. [6] Luke, A. (2012). Critical Literacy: Foundational Notes. Theory Into Practice, 51(1), 4-11 [7] Perkins, D. N., Farady, M., & Bushey, B. (1991). Everyday reasoning and the roots of intelligence. Lawrence Erlbaum. [8] Stanovich, K.E.,& West, R.F. (2007). Natural myside bias is independent of cognitive ability. Thinking & Reasoning, 13, 225-247
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