Media literacy is touted as a necessary life skill for cultural citizenship, yet as it is generally practiced there is little engagement with sustainability issues. In order to gain insights into why this is the case, this research investigated how media literacy practitioners use metaphors to frame both the role of media education in the world and how it affects green cultural citizenship. This involved analyzing web site documents and teacher resources of seven North American media literacy organizations as well as interviewing nine key practitioners within a bounded system called the media literacy ecosystem. Drawing on an ecocritical framework, I analyzed the discourses of the media literacy ecosystem by using multi-site situational analysis, qualitative media analysis and critical discourse analysis. This research explored how media literacy practitioners participate in meaning-making systems that reproduce pre-existing environmental ideologies. The findings show that media literacy education is grounded in a mechanistic worldview, thereby perpetuating unsustainable cultural practices in education. By problematizing the mechanistic discourses of media literacy education, the aim of this research was to raise awareness and to offer potential solutions for changing the nature of those same discourses. As such, I theorized a model of media literacy that incorporates green cultural citizenship, called ecomedia literacy, and outlined a path forward so that sustainability becomes a priority for media literacy educators.
|Commitee:||Alexander, Bryan, Blewitt, John, Milstein, Tema|
|Department:||Education / Sustainability Education|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/11(E), Dissertation Abstracts International|
|Subjects:||Environmental education, Sustainability, Mass communications|
|Keywords:||Ecoliteracy, Media, Media education, Media literacy, Pedagogy, Sustainability education|
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