The Role of Knowledge Brokers in Advancing Media Literacy Education

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By: Jessica Jackson and Alicia Okpareke

Did you know most educators report their media literacy skills as self-taught? In fact, in a report from the National Association for Media Literacy Education (NAMLE), 77% of teachers claim their media literacy skills are self-taught.  As newly minted teachers in the early 2000s, part of the media literacy skills we taught our third, fourth, and fifth graders each year included vertical reading of websites and how to use an encyclopedia. No one used encyclopedias anymore, but they were often referenced in the state assessment in multiple-choice responses. So, like museum docents touring around with relics of a bygone era, we would take turns checking out the one cart of encyclopedias from the library to show our students exactly what an encyclopedia was. The tension between not wanting our students to be penalized on the state assessment and what felt more like a history lesson than a media literacy one was enormously frustrating. One of the challenges of being self-taught is the guideposts we used to determine what and how much media literacy to teach was based on outdated assessment items on the state test. Another challenge with being self-taught is that discovering new skills and strategies like lateral reading can be left to chance. Teaching a complex topic like media literacy takes planning and time.

Why does Media Literacy Matter in the Digital Age?

These days, media literacy is more than the ability to navigate traditional sources of information—Mrisho and colleagues suggest that it is the critical knowledge, skills, and habits of mind required to engage responsibly and meaningfully with a media-saturated society. The authors further note that media literacy has undergone a paradigm shift towards the democratization of knowledge, which now encompasses a wide range of competencies necessary for full participation in modern life. Media literacy in the digital age is multifaceted, involving critical thinking, knowledge of the media ecosystem, digital literacy skills, social media literacy, digital citizenship, educational integration, and adaptation to technological advances. These components collectively empower individuals to navigate and engage with media content responsibly and effectively. 

In order to effectively teach media literacy in the digital age, it is imperative to recognize the influence of identity- both personal and digital- on how we perceive and interpret information. Much of our identities now exist online, especially for younger generations, and this shapes the way we engage with technology and media. Therefore, it is critical for educators to understand first how their own identities shape their media and digital literacy experience and how that intersects with their students, whose identities may differ significantly. Engaging in reflective exercises can help in exploring these identities and experiences, either individually or within group settings. You can find several examples of such tools in our toolkit below. Taking time to reflect and consider your identity and its relationship to media literacy can allow for more inclusive lessons that help students understand how their perspectives influence their interpretations. The power of media literacy in the digital age is that it can be a tool of empowerment, engagement, and thoughtful participation in our increasingly complex democracy.

What can knowledge brokers do?

Knowledge brokers are professionals across the education ecosystem who frequently find themselves at the intersection of research, practice, product design, and policy. The more we understand about the state of media literacy, the shifts that are required, and the evidence to back it up, the more we can advocate and prioritize better teacher training, and changes in policy that help prioritize a more comprehensive approach to media literacy. We can support the research and dissemination of innovative practices in the field, bridging the gap between cutting-edge developments and their application in classrooms. For example, the NAMLE report highlights that media literacy education is often confined to informal settings and libraries. This limited scope underscores the urgent need for a more comprehensive and systemic approach to integrating media literacy across the education ecosystem.

As knowledge brokers, we have a shared commitment to the democratization of evidence. Below, you will find a toolkit designed to help you identify key research and resources to support media literacy. By promoting coherence across policy, research, products, and practice we can ensure that media literacy is prioritized and that educators have access to the proper training and resources to empower themselves and their students to navigate and critically engage with the complexities of our digital age. The goal of knowledge brokers, like the goal of media literacy, is to democratize evidence that leads to more equitable outcomes for students. 

Here is a knowledge broker’s toolkit for getting started with media literacy:

General:

  • Mrisho, D., Bulendu, D., & Dominic, N. (2023). Media Literacy: Concept, Theoretical Explanation, and its Importance in the Digital Age. East African Journal of Arts and Social Sciences, 6(1), 78-85. https://doi.org/10.37284/eajass.6.1.1087

Exploring Identity

For Professional Development and Teacher Training: 

KQED Teach has two courses for K-12 educators to strengthen your ability to check the facts and identify bias — and teach your students to do the same. 

For The Classroom:

o   These Above the Noise videos explain complicated topics in a friendly way that grade 6-12 students are able to understand and relate to their own experiences:

For policymakers: 

For EdTech Products:

  • Consider the games, tools and lessons here and how you might leverage media literacy skills and content in your own products https://www.commonsense.org/education/lists/media-literacy-games-tools-and-lessons

For Researchers

 About the authors

Jessica Jackson is an education consultant, experienced leader in education, and founder of Empowered Learning Design, specializing in designing impactful learning experiences, leadership coaching, and professional learning programs. She leverages her expertise in learner variability, pedagogy, and capacity-building to partner with educators, Edtech companies, and organizations in creating transformative research-based solutions. 

Alicia Okpareke is an educational researcher whose work is focused on supporting state departments of education, districts, schools, and community organizations with technical assistance or in selecting, designing, and implementing research programs. Her areas of interest include the use of asset frames to support educator preparation and novice teacher induction, special education, and elementary literacy work. Alicia’s career began as a K-12 teacher and data coordinator in Chicago Public Schools. She earned her BA in psychology from the University of Notre Dame and her PhD in special education from the University of Illinois at Chicago.