Teaching media literacy through scientific controversies

• Type: Chapter or Part of a Book
• Date: 2021

Authors

Azevedo, José (Author) FLUP

Book

Title: The handbook of media education research

Pages: 201-206

ISBN: 9781119166870

Electronic ISBN: 9781119166900

Publisher: Wiley-Blackwell

Indexing

Crossref

Scientific classification

CORDIS: Social sciences > Communication sciences

Other information

DOI: 10.1002/9781119166900.ch18

Abstract (EN): Chapter 18: This chapter examines ways of thinking and conveying information about media literacy across the curriculum. Schools need to reconfigure the curriculum and teaching strategies to prepare today's young learners to face and overcome unknown challenges ahead. The chapter contributes to a fuller understanding of the role of science and the place of non-scientific interests in the media arena. Educational programs need to rely on an approach based on transdisciplinary models that not only link the various sciences but also link them with art and ethics. The chapter traces the context of the current “post-truth” political environment and its implications for media literacy and scientific literacy, and introduces the pedagogical use of scientific controversies in the innovation of new teaching strategies. It provides a case study for students to understand how the media work and how meaning is created.

Language: English

Type (Professor's evaluation): Scientific

Notes: First published: 25 August 2020