Running head: MEDIA LITERACY EDUCATION IN ELEMENTARY SCHOOLS 1

Research Proposal

The Importance of Digital Media Literacy Education at the Elementary School Level

Sarah Jones, Meghan McMillen, & Sara Segovia Rocha

University of British Columbia

MEDIA LITERACY EDUCATION IN ELEMENTARY SCHOOLS

Abstract

This research proposal focuses on the importance of Media Literacy Education (MLE) as

part of the elementary school curriculum. Digital media literacy education enables students to

develop skills necessary to effectively live, work, and participate in our media-saturated world.

To advance MLE in educational practice, qualitative and action studies need to investigate how

MLE is implemented in schools in order to understand the challenges facing successful

integration and the supports necessary to improve MLE (Voogt, 2013). The goal of our

qualitative action research is to examine the integration of MLE in our Grade 4/5 classroom

practice in Campbell River, British Columbia and associated student experiences and outcomes.

Keywords: media literacy education, digital literacy, elementary, challenges, 21C skills
MEDIA LITERACY EDUCATION IN ELEMENTARY SCHOOLS

Purpose of Study

Our study focuses on the importance of integrating Media Literacy Education (MLE)

across the school curriculum. In our ever-changing technology-rich world, it is important to

equip students with 21st Century competencies and skills necessary to live in and contribute to

an increasingly digital and media-saturated world, and digital media literacy education fosters

these skills (Voogt, 2013). Media literacy focuses “on teaching youth to be critically engaged

consumers of media,” while digital literacy focuses on enabling students to “participate in digital

media in wise, safe, and ethical ways” (MediaSmarts, 2018, intersection of digital and media

literacy). In order to develop these literacy skills, students need to have an understanding of

human, cultural, and societal issues related to technology, while at the same time practicing legal

and ethical behaviour (British Columbia Ministry of Education, 2016). Therefore, MLE

implementation in schools is imperative; it helps close the digital divide and ensures that every

child has opportunities to develop the skills and experiences necessary to become successful,

happy, and responsible digital citizens. Research shows that “there is a gap between the

conceptual definitions and elaborations on the importance of digital literacy in our society … and

what is actually happening in educational practice among teachers and students” (Voogt et al.,

2013, p. 408). For the field of MLE to advance in educational practice, descriptive and action-

oriented studies need to investigate how MLE is implemented in schools in order to understand

the pedagogical opportunities, challenges, and areas of support necessary for the program to

improve and grow in schools. The purpose of this qualitative research study is to explore

students’ experiences and learning outcomes in MLE through the lens of a Grade 4/5 classroom

of 24 students in Campbell River, BC. We endeavor to discover the successes and the challenges

of implementing MLE in our classroom and describe students’ learning experiences and
MEDIA LITERACY EDUCATION IN ELEMENTARY SCHOOLS

outcomes before, throughout, and after completing a MLE unit. Specifically, our research will be

an action research case study conducted over one term (12 weeks). Our research is guided by the

following central question:

● How do students experience (engagement: deep, meaningful involvement) the

implementation of Media Literacy Education and what are the learning outcomes (ability

to use, understand, and create media texts and transfer this knowledge to new contexts)

Our research examines the following secondary questions:

● What competencies and skills do students gain in our MLE classroom (critical thinking,

digital citizenship, other C21 skills)?

● What support do we need to effectively teach MLE (training, resources)?

Literature Review

Importance of MLE and Challenges

The literature we reviewed emphasized the importance of MLE and our synthesis

revealed three main reasons MLE should be embedded into the curriculum. First, policymakers

and educators need to ensure that all students have access and opportunities necessary to equally

participate in our digitally saturated world (Jenkins, 2009). Second, most students are media-

savvy, but that does not mean they are digitally and media literate; they need guidance to

understand media’s influence on society (Jenkins, 2009; Voogt et al., 2013). Third, schools must

equip students with knowledge of media ethics and peoples’ rights and responsibilities as online

community participants (Jenkins, 2009; Oxstrand, 2009).

Challenges facing effective implementation of MLE into classroom practice include:

resistance of school districts to embrace change, the complexity of adding MLE to existing

curriculum, and insufficient training for teachers (Fedorov, Levitskaya, & Camareor, 2016;
MEDIA LITERACY EDUCATION IN ELEMENTARY SCHOOLS

Kellner & Share, 2007; Voogt et al., 2013). In addition, successful MLE implementation requires

a paradigm shift from teachers as all-knowing instructors to facilitators who guide students in a

shared construction of knowledge. Critical media literacy is a social process and is much more

democratic than previous teaching methodologies. (Kellner & Share, 2007).

MLE Objectives

Several media literacy organizations and experts agree on the core goals of MLE: the

ability to access/use, understand, critically analyze, and create media in a variety of forms

(Fedorov et al., 2016; OFCOM, 2017; Oxstrand, 2009; UNESCO, 2013). Specifically, experts

show consistency in the following objectives: interpret media messages through a critical lens,

question the role of media in a democratic society, analyze and evaluate media representations of

the world, produce alternative representations, and create media for self-expression and

democratic participation. (Fedorov et al., 2016; Kellner & Share, 2007; Oxstrand, 2009;

UNESCO, 2013). “Critical media literacy thus constitutes a critique of mainstream approaches to

literacy and a political project for democratic social change” (Share, 2006, p. 16). Experts also

agree that MLE programs should be implemented from preschool to university and integrated

across the curriculum. (Fedorov et al., 2016; Kellner & Share, 2007; Oxstrand, 2009; UNESCO,

2013).

MLE Implementation and Outcomes

Several case studies (Price-Dennis, Holmes, & Smith, 2015; Mihalidis & Cohen, 2013;

Stover, 2012) reviewed in our literature search had outcomes that aligned with the objectives

defined by leading media organizations and experts. Three noteworthy studies that investigated

MLE implementation in first, fifth, and secondary grade classrooms demonstrate exemplary

cases because they incorporated all the core goals defined by media literacy experts. The
MEDIA LITERACY EDUCATION IN ELEMENTARY SCHOOLS

teachers in these studies introduced media literacy constructs through a student-centered, co-

learning pedagogical approach with time for critical inquiry and collaborative discussion (Price-

Dennis et al., 2015; Mihalidis & Cohen, 2013; Stover, 2012). In addition, students in the studies

created social justice media projects with a genuine purpose for an authentic audience (Price-

Dennis et al., 2015; Mihalidis & Cohen, 2013; Stover, 2012). These three studies had the

following outcomes in common: students presented the ability to use and critically analyze

media texts, showed an understanding and appreciation of multiple perspectives, exhibited skills

in evaluating media representations, showed ability in exploring alternative perspectives, and

demonstrated civic engagement as they participated in media production to promote social

change (Price-Dennis et al., 2015; Mihalidis & Cohen, 2013; Stover, 2012). These findings

reveal that a constructivist, inquiry-based pedagogical approach fosters a learning environment

that is appropriate, if not essential, for teaching and learning media literacy.

In a case study involving an elementary school, Share (2006) investigated the integration

of MLE in Kindergarten through to fifth grade classes. Share interviewed teachers and a

significant finding resulted when he asked them how or if they address social justice issues in

their media literacy instruction. While all the teachers he interviewed agreed that media literacy

should be taught to children of all ages, some teachers argued against engaging with social

justice issues and were apprehensive about exposing young students to sensitive topics (Share,

2006). However, the case studies of the first and fifth grade students that did social justice

projects demonstrate that “It is important that students read from a critical stance beginning at a

young age to avoid the indoctrination of dominant ideology” (Stover, 2012, p. 234). While many

teachers would rather maintain the status quo on complex social issues, other teachers feel it is

essential for young children to learn to examine diverse perspectives. The results in Stover’s
MEDIA LITERACY EDUCATION IN ELEMENTARY SCHOOLS

(2012) study reveal that through inquiry-based collaborative learning, young students are capable

of engaging in critical literacy practices and can have a voice on complex social issues.

Our literature review revealed consistency among various media literacy organizations,

experts, and case studies in school settings regarding MLE objectives/outcomes and effective

implementation. Less MLE research has been done at the elementary level (Stover, 2012). We

hope our action research will further support the research findings at the elementary level by

highlighting the importance of a critical inquiry-based pedagogy in fostering media literacy skills

in young learners.

Methodology

As a guiding framework, this study employs the lens of Lev Vygotsky’s (1978) Social

Constructivist theory, which believes that the way people view and understand the world

depends on their socio-cultural environment. Our perception of teaching and learning aligns with

Constructivist theory. As educational practitioners, we believe in adapting our practice to

different needs of individual students through a constructivist, democratic and student-centered

education approach. We believe knowledge is constructed through social interactions and

collaborative learning between peers and their teacher. Students can engage more deeply in their

learning when they learn from their peers and are actively involved in their learning process

(Vygotsky, 1978). Within the methodological lens, our research employs a case study approach

that focuses on understanding students’ feelings, perceptions, beliefs, and behavior, as

demonstrated in their discourse and social interactions with their peers and teacher, with respect

to the role of media in their lives and the world they live in. The intent of this study is not to

generalize to different educational settings. Instead, we intend to explore research questions

MEDIA LITERACY EDUCATION IN ELEMENTARY SCHOOLS

within our specific classroom setting and then assess our research findings to improve our

educational practice and suggest areas for additional exploration.

Methods

We will employ a case study method, which allows for rich, authentic details to be

collected directly from students by observing students’ interactions with their peers and teacher

in the classroom. Our research methods will include a teacher reflection journal, teacher field

notes, unstructured classroom observations, and a student reflection journal including two guided

activities. We will take on the role of full participant during classroom observations, and will

write journal entries at the end of each lesson, during the 12 week unit, to record reflections and

comments on classroom observations, including successes, challenges, and possible future

changes. An additional observer (teacher) will sit at the back of the classroom and take detailed

field notes during three classroom sessions, at the start, middle, and end of the unit. Students will

write a journal entry once a week reflecting on what they thought about and how they felt during

the MLE lessons. The first and last entries will have guiding questions related directly to the

MLE activities. Questions related to students' prior MLE experience is a component of the first

guided journal entry to examine whether there is a difference regarding performance on the

initial guided activity and whether or not students experienced prior MLE. For the first and last

semi-structured journal activities, students will read a scenario that presents two sides of an

online conflict and answer open-ended questions including how they would feel and what they

would do to resolve the online conflict. For the first journal activity, they will also be asked to

write about their own experiences in online communication and their feelings and opinions

regarding social issues like cyberbullying. For the last semi-structured journal activity, students

will be asked to reflect on their social change projects and describe their feelings and opinions
MEDIA LITERACY EDUCATION IN ELEMENTARY SCHOOLS

regarding people’s rights and responsibilities as digital citizens. This was adapted from the

MediaSmarts.ca website.

Data Sources

Our study will take place in a self-contained classroom at an elementary school in

Campbell River, British Columbia. This public elementary school has approximately 315

students from Kindergarten through Grade 5. Our observations will take place in a split Grade

4/5 classroom with eight Grade 4 students and sixteen Grade 5 students (13 males and 11

females). Further, this group includes 14 Indigenous, eight Caucasian and two south Asian

students. All 24 students in our classroom will be asked to volunteer for the study by

representing themselves. We have chosen to include all students in our selection to create a

representative group as this class closely represents the school population. The school population

consists of Indigenous (60%), Caucasian (32%), and south Asian and mixed race students (8%).

In addition, this class has four students with an Individualized Education Plan (IEP): one on the

Autism Spectrum, one with Fetal Alcohol Syndrome Disorder, one with Oppositional Defiant

Disorder, and one with anger issues. These students receive additional classroom support and the

lessons can be modified for their active engagement and participation. Therefore, this group

represents various levels of learning: two top students, average students, and four students that

need extra support. Our inquiry focuses on a MLE program, and we believe including all

students in our study ensures diverse perspectives are represented.

In preparation for the research study, we closely examined our current teaching practice.

We will engage in a student-centered and critical inquiry-based approach with collaborative

discussions for introducing media literacy constructs. A final group project will enable students

to produce a media creation that promotes social change on a topic they choose. They will share
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their projects with classmates. Based on our literature review findings, we believe this student

population is capable of engaging with media literacy constructs that require critical thinking and

reflecting from multi-perspective and social justice points of view. We believe students with an

IEP will also experience positive outcomes in the MLE unit because all students will be

encouraged to connect their own interests, backgrounds, and experiences to the media literacy

concepts, which was found to benefit students with diverse learning needs in the Grade 5

inclusive classroom case study we reviewed (Price-Dennis et al., 2015).

Limitations

Limitations of this study include a small sample size, which may not be generalizable to

other settings. Many students in this community live in extreme poverty, which lends itself to

other issues such as access to technology, which can interfere with student learning. In addition,

establishing a baseline measure for pre- and post-data analysis of the semi-structured student

journal activities is difficult because it is not clear how much previous MLE students

experienced in their education as some teachers have changed positions and the curriculum in

BC has changed significantly in format over the last two years. Last, data collection and analysis

relies on interpretation of observations and journal entries. We know that our personal

convictions as well as presence in the setting may influence our research. We acknowledge our

biases and are aware that our worldview may enter into the data collection, analysis, and

interpretation process. We will take measures to monitor our subjectivity by continuously and

honestly reflecting on how our subjectivity shapes the data we collect, analyze, and interpret.

Our goal is to carefully listen to and understand the way our students make meaning and

experience the MLE unit. Our research findings will also enhanced by the use of multiple

research methods and prolonged participation in the field of study; we will be participating and
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observing in the field every school day throughout the 12-week MLE unit. Therefore, we will

take measures to reduce researcher bias and other threats to internal validity.

Conclusions

Based on our literature review, we expect to see positive student experiences and learning

outcomes associated with our critical inquiry-based, co-learning approach to MLE. We feel

confident that by fostering inclusion and cultivating an environment that respects all opinions,

our students will be deeply engaged in their learning for the unit. In the three case studies

mentioned in our literature review, students developed a deeper understanding of the media

content and related social topics through critical inquiry and collaborative discussions; also,

students were actively engaged and motivated while working on their social action projects as

they drew real connections from their own lives and the world they live in. (Price-Dennis et al.,

2015; Mihalidis, 2013; Stover, 2012). We also expect students to exhibit learning outcomes like

those in the case studies we examined, including the ability to use, understand, critically analyze,

and create media. Our literature review also demonstrated the importance of seamlessly

integrating MLE into the curriculum at all grade levels. Therefore, we expect that students that

have not experienced prior MLE will perform worse on the initial guiding activity than students

that had MLE prior to this unit. We believe further study will underscore the importance of

embedding MLE into all areas of student curriculum.

Educational Significance

Our literature review revealed the importance of integrating MLE into the curriculum at

all grade levels, even early elementary, and revealed the major challenges that can present

obstacles for successful MLE implementation in classroom practices. While there has been an

increase in MLE research, less research has been done on the elementary level, perhaps because
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of resistance to push sensitive topics on young learners (Stover, 2012). We hope our qualitative

action research will further support previous findings at the elementary level regarding the

positive outcomes associated with a critical inquiry-based and collaborative pedagogical

approach. We believe this study will also reveal provisions necessary to effectively implement

MLE into classroom practice. We hope our findings will help other educators and education

decision-makers understand how students experience learning in MLE settings and how to

overcome challenges facing effective implementation of MLE in the curriculum.

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References

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324-334. doi: 10.13187/ejced.2016.17.324

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media Education

for the 21st century. Cambridge, MA: MIT Press. Retrieved from

https://www.dropbox.com/s/co9mdasoh8r1ew7/8435.pdf?dl=0

Kellner, D. & Share, J. (2007) Critical media literacy is not an option. Learning

Inquiry, 1(1), 59-69. doi:10.1007/s11519-007-0004-2

MediaSmarts. Behaving Ethically Online: Ethics and Empathy. (2018, February 8).

Retrieved from: http://mediasmarts.ca/teacher-resources/behaving-ethically-online-

ethics-empathy

MediaSmarts. The intersection of digital and media literacy. (2018, February 8).

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media-literacy-fundamentals/intersection-digital-media-literacy

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OFCOM. (2017). Children and parents: media use and attitudes report. Retrieved from

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use-attitudes-2017.pdf
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Oxstrand, B. (2009). Media literacy education. A discussion in western countries, europe,

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Vygotsky, L. S. “Mind in society: The development of higher psychological processes”

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