Examining instructional practices in news media literacy: shifts in instruction and co-construction

Abstract

Purpose As technology enables the rapid spread of mis- and disinformation, a critical challenge for scholars and practitioners involves building student’s news media literacy (NML), a subset of media literacy education centered around journalism. This paper aims to offer a case study of secondary civics classrooms that use NML lessons and current events in their curricula, providing an empirical account of teaching techniques being used to support students' dispositions and practices. Design/methodology/approach This multiple case study investigates three secondary classes taught by two teachers. Data collection methods included observations, field notes and interviews with the teachers. Discourse and actions were analyzed by probing the participant structures and means of classroom management. Findings The findings highlight instructional techniques used by both teachers which consisted of instructionist and constructivist approaches, with informative shifts observed between the two. The teachers used instructionist methods when transmitting declarative knowledge (such as key definitions), and constructivist methods when working with students to consider more abstract concepts and developing news stories. Originality/value The demand for NML and associated pedagogy is increasing given awareness of the rapid spread and problematic influence of mis-and disinformation. There is a critical need for describing teachers’ implementations of these pedagogies, given calls for enacting NML into public policy despite limited awareness of the ways they actually unfold in classrooms. The current project shows how instructionist and constructivist frames prove helpful for understanding instructional practices, and for contemplating anticipated designs of NML pedagogy in classrooms.