Blog Post 4- Annotated Bibliography

Critical media literacy can help educators create activities encouraging students to think critically about social media, news outlets, and other digital content. Through the projects, students will be able to research how biases can be found, the validity of the information, and even how digital content influences public opinion. In this regard, by integrating critical media literacy into the curriculum, educators also contribute to nurturing students into informed media consumers and contributors who think more critically and are more digitally literate overall.

Marlatt, R. (2020). Encounter and Counter: Critical Media Literacy in Teacher Education. Journal of Media Literacy Education, 12(2), 93-99.

This article deals with incorporating critical media literacy (CML) within the teacher education framework and how pre-service teachers analyze media portrayals of current events. As a result of developing CML skills, the pre-service teachers would be prompted to critically inquire into the media content to reveal the hidden power structure involved in information distribution. The research focuses on intellectual self-defense and independent media access in preparing teachers. Marlatt's work illustrates how critical media literacy might empower educators in preparing students to challenge manipulative media influences. This study is essential because it focuses on preparing future teachers with the skills necessary to foster critical awareness among their students.

Higdon, N. (2022). The Critical Effect: Exploring the Influence of Critical Media Literacy Pedagogy on College Students' Social Media Behaviors and Attitudes. Journal of Media Literacy Education, 14(1), 1-13.

Higdon's article offers an investigative study into the effectiveness of critical media literacy instruction as it applies to social media practices and attitudes in college students. A qualitative approach demonstrates that exposure to CML makes students more aware of issues concerning privacy and encourages critical thinking about the use of social media. According to these findings, CML can have a positive effect on the development of responsible and self-aware media consumption in a direction that meets the urgent need for ethical engagement with media by young adults. The article provides insight into the practical effects of CML on media consumption habits in young adults by showing how education in critical media literacy shapes responsible social media behaviors, which is an increasingly relevant issue for educators looking to foster ethical media use in students.

Zimmer, W. K., & Matthews, S. D. (2022). A Virtual Coaching Model of Professional Development to Increase Teachers' Digital Learning Competencies. Teaching and Teacher Education, 109, 103544.

The research in this article investigates a virtual coaching process, which includes enhancing teachers' digital learning competency through self-assessment, establishing goals, and providing support at an individual level. This model supports the integration of digital literacy within the professional practice of teachers due to the rising complexity of technological demands within the classroom. The results emphasize the need for ongoing professional growth that eventually may put teachers at ease with the relevant times in digital contexts, thus allowing educators to feel more prepared for implementing digital literacy into the classroom setting while increasing teachers' confidence to utilize digital tools. The article highlights explicitly that teacher training in digital literacy is the foundation of classroom integration. Focusing on professional development, it provides educators with a scaffolded method for developing confidence in digital competencies, an essential component in creating effective digital literacy instruction.

Odell, V., Molthan-Hill, P., Martin, S., & Sterling, S. (2020). Transformative Education to Address All Sustainable Development Goals. In Quality Education (pp. 905-916).

This article discusses transformative education to achieve sustainable development goals and narrows it down to digital literacy as the irreplaceable skill in setting up students to tackle global challenges. The authors argue for an enhanced curriculum beyond foundational digital skills into critical thinking, ethics in digital engagement, and global citizenship. This helps students work their way through digital platforms responsibly and engage critically with media that can contribute to a sustainable lifestyle. The work connects the digital literacy field with the more significant social goals set up. It effectively links with the educational mission to acquire critical media literacy for students, highlighting how they can utilize transformative education to deal with complex issues through active participation in digital media.

Park, H., Kim, H. S., & Park, H. W. (2021). A Scientometric Study of Digital Literacy, ICT Literacy, Information Literacy, and Media Literacy. Journal of Data and Information Science, 6(2), 116-138.

This scientometric review by Park, Kim, and Park analyzes the research trends in digital, ICT, information, and media literacy in their development and relevance to education. This study underlines digital literacy as an interdisciplinary area and asserts that tailored digital literacy curricula might significantly enhance learning outcomes among people of different age groups. It stresses that a rounded, inclusive approach should be present in digital literacy education, with critical media literacy being a core ingredient. Park et al.'s work overviews digital literacy's extensive scope and interdisciplinarity. This article reinforces the importance of developing a comprehensive approach to digital literacy education, of which critical media literacy forms an important component.