Section Name
Research Articles
Abstract
Our current cultural moment requires reflective urgency. COVID-19 has forced a collective pedagogical confrontation with new media’s materiality, and how such materiality intersects with, for example, the public speaking traditions within introductory communication courses. While COVID-19 has spotlighted online-only educational conversations, our disciplinary need to refocus new media introductory course curricular practices pre-dates the pandemic. This essay extends Rhonda Hammer’s (2009) critical media literacy framework into the introductory course, a practice whereby students are empowered to “read, critique, and produce media” rather than be passive consumers. We explore critical media literacy as pedagogically fruitful in identifying and resisting dominant ideologies that sustain inequalities through new media, focusing on information, power, and audience as core pedagogical principles that can re-shape introductory content and teaching.
Recommended Citation
Mapes, Meggie; Kraus, Lindsey; Parviz, Elnaz; and Morgan, Joshua
(2021)
"The Neutrality Myth: Integrating Critical Media Literacy into the Introductory Communication Course,"
Basic Communication Course Annual: Vol. 33, Article 4.
Available at:
https://ecommons.udayton.edu/bcca/vol33/iss1/4
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Mass Communication Commons, Other Communication Commons, Speech and Rhetorical Studies Commons