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1. 1 2022-06-08T20:48:43+00:00 hjdewaard c6c8628c72182a103f1a39a3b1e6de4bc774ea06 Media Literacy 21 defines and describes relevant concepts relating to media literacies plain 2023-10-02T12:51:15+00:00 hjdewaard c6c8628c72182a103f1a39a3b1e6de4bc774ea06

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• 1 2022-06-08T20:48:43+00:00 Media Literacy 8 defines and describes relevant concepts relating to media literacies plain 2022-11-12T18:09:02+00:00 Media literacy, from an autonomous stance, is defined as the ability to access, analyze, use, create, and evaluate information using a variety of communication formats (Baker, 2016; Hobbs, 2019; Rogow, 2019). The process of critical inquiry and reflection are central to being media literate (Grizzle et al., 2013) since “media literate people apply their skills to all symbol-based communication, irrespective of message” (Rogow, 2019, p. 122). These messages are bound by the types of media texts (print, visual, audio, digital) used to create and communicate (Baker, 2016; Hobbs, 2017). Media literacy involves examining the semiotics and symbolism of text messages as part of a meaning-making inquiry (Gee, 2015). The Association for Media Literacy provides a framework outlining eight essential concepts, further described in a triangle, that can guide understandings about medial literacy. This framework may be helpful in this research.
            From an ideological stance, media literacy shifts beyond encoding and decoding media texts to engage in meaning making within socially, politically, and culturally contextualized media consumption and production spaces (Baker, 2016; Hobbs, 2017; Hoechsmann, 2019; Hoechsmann & Poyntz, 2012). Media literacy is a process of becoming (Gee, 2017) that is networked (Ito et al., 2010; West-Puckett et al., 2018), participatory (Jenkins et al., 2009), discursive (Gee, 2015), and complicated (boyd, 2010). Within teacher education, these media literacy processes may be evident in the lived experiences of MDL that occurs with the OEPr of teacher educators.
            UNESCO combines media and information literacies (MIL) into a singular concept that encompasses and combines with a range of literacies such as computer, internet, digital, library, news, media and information literacies. This MIL framework outlines five laws of MIL (Grizzle & Singh, n.d.) that are presented in a matrix with three components (access, evaluate, create) and includes competencies and performance indicators that can be applied to individual teacher's practices and FoE at the organizational level.