ABSTRACT
The history and use of media in the classroom is rich and complex. Teachers have always used media to convey facts and information, however the form in which it is used is often for entertainment or as a way to reward, not necessarily for its literary value (NCTE, 2008, “Use of Media,” para. 1). The growing importance of technology in society has increased what media means for the classroom. NCTE in its position statement about media in the 21st century states,
Media literacy continues to be an important curricular foundation for many classrooms. Given its goal to “access, analyze, evaluate and communicate messages in a wide variety of forms” (NCTE, 2008, “Media Literacy Education,” para. 1), media literacy changes what it means to be literate within the 21st century. Due to the emergence of media literacy, we now understand that simply seeing literacy as a “book culture” is not an adequate way to educate students (Luke, 2000, p. 424). More importantly, media literacy in the classroom creates opportunities for students to examine the sociopolitical context of literacies that impact their everyday lives.
