User:Wahaladey/sandbox

Media literacy is the process in which we are able to access media by identifying, understanding and analyzing media content by looking at different sources in other to choose what we what to see, and by evaluating we are able to make judgment of the text by looking at the quality of the created message. According to medialiteracyproject.org, Media literacy is the ability to access, analyze, evaluate, and create media. Media literate youth and adults are better able to understand the complex messages we receive from television, radio, Internet, newspapers, magazines, books, billboards, video games, music, and all other forms of media. Media literacy skills are included in the educational standards of every state—in language arts, social studies, health, science, and other subjects. Many educators have discovered that media literacy is an effective and engaging way to apply critical thinking skills to a wide range of issues.

In "Critical Media Literacy is Not an Option," Critical Media Literacy is defined by Douglas Kellner and Share as an educational response that expands the notion of literacy to include different forms of mass communication, popular culture, and new technologies. It deepens the potential of literacy education to critically analyze relationships between media and audiences, information, and power. Along with this mainstream analysis, alternative media production empowers students to create their own messages that can challenge media texts and narratives. The type of critical media literacy that we propose includes aspects of the three previous Models, but focuses on ideology critique and analyzing the politics of representation of crucial dimensions of gender, race, class, and sexuality; incorporating alternative media production; and expanding textual analysis to include issues of social context, control, resistance, and pleasure.