Abstract

Advances in communication technology have allowed for new ways for high school teachers to incorporate these technologies into their classroom practice. However, most teachers are uninformed about media literacy pedagogy. This study investigated how using a collaborative professional development group influenced teachers' understanding and use of media literacy concepts in their current practice. A professional development group with teachers from different content areas met for five months to study the theory and methodology of media literacy. This collaborative group provided opportunities for teachers to develop and share analytical and productions skills in media literacy, as well as design lessons utilizing media literacy principles appropriate to each teacher's field of study in order to facilitate better student understanding and application of media literacy as well as discipline-specific knowledge and skills. Results indicate positive development for the participants in using media literacy in their current instruction if adequate time and technology resources are available and that professional development groups for teachers of various content areas are an effective way to introduce them to media literacy.

Degree

MA

College and Department

Fine Arts and Communications; Theatre and Media Arts

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2009-07-17

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd3105

Keywords

media literacy, secondary education, cross-curricular professional development

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