Integrating Media Literacy in Social Studies Teacher Education

Prerecord / Asynchronous ID: 56648
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    Meghan Manfra
    North Carolina State University

Abstract: As social studies teacher educators we must confront the new realities of democratic citizenship education in an era dominated by misinformation and fake news. Using the Teacher Education Technology Competencies (TETCs) as a guide, we provide a five part action plan for situating media literacy within social studies teacher education. This includes: connecting media literacy with the purposes of social studies education, exploring the history of fake news in United States history, tracing the history of the field of journalism and journalistic ethics, analyzing contemporary examples of fake news, and developing efficacy working with tools and heuristics for detecting fake news and misinformation. Research suggests that a comprehensive multi-faceted approach to media literacy can help students develop civic on-line reasoning, navigate political bias, and participate in on-line civic activities. In order for preservice teachers to adopt media literacy as part of their teaching practice, social studies teacher educators must improve their own efficacy navigating social media, news media, and other sources of information, while integrating media literacy regularly into teacher education programs.

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