Introduction to the Problem
The widespread usage of smartphones and other digital devices has enhanced the necessity of media literacy as a life skill. A media-literate individual can critically assess and interpret media messages, understand the media’s role in society, and produce media material with integrity. Students can learn to effectively navigate today’s dynamic media ecosystem with the help of media literacy instruction in the classroom. In this research, I will analyze the development of media literacy courses offered at my school during the past few years.
There has been a widespread misunderstanding concerning students’ internet habits in recent years. Some adults incorrectly assume that students cannot concentrate on their studies because of social media and other online activities. However, many kids use the internet for research, group projects, and talking to their instructors and classmates. This study sheds light on the necessity of media literacy instruction by providing a comprehensive knowledge of the good and negative ways high school students use the internet.
Discussion
For high school students to understand today’s rapidly evolving media landscape, they need to develop their media literacy abilities. As a high school student, I have seen how media literacy changes from ninth to twelfth grade. In this essay, I will discuss people’s misconceptions about how students use the internet, its downsides, and how high school students learn media literacy.
Students are frequently misled into believing they spend most of their internet time on social networking sites. However, Pew Research Center data (Atske, 2022) reveals that students’ internet use goes far beyond social media. The research shows that students utilize the internet for various activities, including academics, recreation, socializing, and research. This diversity in internet use among high school students calls for accepting that teenagers use the internet for more than simply social media.
Even teenagers might experience the drawbacks of the internet. Internet abuse, cyberbullying, and exposure to unsuitable content are just a few of the internet’s negatives. According to Edwards and Wei-research (2000), students who spend more time online are likelier to engage in risky behaviors such as substance abuse, aggressiveness, and sexual activity. We must thus learn from the past and impart this knowledge to today’s high school students so that they can prevent the possibly catastrophic effects of the internet.
The media literacy instruction provided to high school students from the ninth to the twelfth grades significantly improved. I developed the ability to assess media texts, recognize bias, and evaluate media messages as my senior year of high school progressed. Hobbs’ “Reading the Media” (2007), which we studied in my English class, introduced us to media literacy and taught us how to interpret media messages critically. In addition, because of the innovative ways my educators have integrated technology into the classroom, I have gained proficiency in using a wide range of digital resources for study and interpersonal interaction. My history class, for instance, utilized a web-based application to compile a digital timeline of pivotal moments in American history.
Alternative views
There are several ramifications for many parties stemming from the development of media literacy. For instance, to better prepare high school pupils for life in the digital age, educators should incorporate media literacy into their curricula. Teachers’ access to professional development is critical for enhancing their use of instructional technology, which helps improve students’ media literacy abilities, claim Bowman et al. (2020). Parents must teach their children responsible internet usage behaviors. Legislators should support projects that teach media literacy to ensure that today’s high school kids are prepared for and can safely navigate the digital world.
Recommendations and conclusion
I have suggestions for enhancing students’ media literacy in high school. First, all secondary schools should include lessons on media literacy in their curricula. Skills like critical thinking, verifying information, and analyzing the media should be emphasized. Second, education reform should include training for educators on effectively using digital and social media tools in the classroom (Bowman et al., 2020). Lastly, high schools should partner with media literacy organizations to give students more resources and support for media literacy education.
In conclusion, high school students today must be more media literate than ever. There is a growing need for media literacy education due to the beneficial and negative effects of the rise of technology and the internet on the media. High schools can help students learn to critically evaluate and produce their media by establishing a media literacy curriculum, providing instructors with professional development, and collaborating with groups dedicated to this cause. Children may be susceptible to propaganda and misinformation if this issue still needs to be resolved since they cannot distinguish between them. Teaching students about the media may benefit our democracy by assisting them in becoming contributing members of society.
References
Atske, S. (2022). Teens, social media, and technology 2022, Pew Research Center: Internet, Science & Tech. Pew Research Center. Available at: http://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022
Bowman, M. A., Vongkulluksn, V. W., Jiang, Z., & Xie, K. (2020). Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education, 54(2), 188–204. https://doi.org/10.1080/15391523.2020.1830895
Edwards, S. M., & Wei-Na, L. (2000). Teens’ use of traditional media and the internet. Journal of Advertising Research, 40(3), 55–65.
Hobbs, R. (2007). Reading the media: Media Literacy in high school English. Teachers College, Columbia University.
Stewart, C. M., Schifter, C., & Silverman, M. E. M. (2010). Teaching and learning with technology: beyond constructivism. (C. M. Stewart, C. Schifter, & M. E. M. Selverian, Eds.) (Ser. Routledge research in education, 37). Routledge.
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