Preservice teachers’ perceptions of teaching news media literacy
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 9 May 2020
Issue publication date: 26 May 2020
Abstract
Purpose
This study explores social studies preservice teacher’s orientation toward teaching news media literacy in the era of fake news. Previous literature indicates that many social studies teachers express a desire to maintain neutrality in the classroom. As such, this study focuses on the preservice teachers’ articulated pedagogical practices around news media literacy, as well as the described forces and factors that influence their described stances.
Design/methodology/approach
This study uses work from the field of political communication to analyze course assignments, semi-structured interviews and survey responses in order to consider the ways 39 preservice social studies teachers articulated their anticipated and enacted pedagogical practices around news media literacy.
Findings
Findings suggest a prevalent desire among the participants to pursue neutrality by presenting “both sides,” echoing traditional journalistic pursuits of objectivity. The possible consequences of this desire are also explored. Additionally, the study suggests that parents, administrators and the content standards are viewed as forces, which will constrain their practices.
Practical implications
Using theorizing about the civil sphere, this paper considers implications for teacher educators. The civil sphere may provide a lens with which to analyze news media and may help preservice teachers adopt practices they view as risky.
Originality/value
This study aims to extend conversations around the teaching of news media, controversial political and social issues and the preparation of social studies teachers in the current social and political ecology by working to align the field with growing conversations in the field of political communication and journalism.
Keywords
Acknowledgements
The author thanks Dr. Mardi Schmeichel for her support and guidance throughout the collection, analysis, and writing of this study. The author would also like to thank Rachel Ranschaert and Briana Bivens for their invaluable feedback on earlier drafts of this article. Finally, thank you to the reviewers whose insights sharpened this article.
Citation
McAnulty, J. (2020), "Preservice teachers’ perceptions of teaching news media literacy", Social Studies Research and Practice, Vol. 15 No. 1, pp. 97-113. https://doi.org/10.1108/SSRP-11-2019-0054
Publisher
:Emerald Publishing Limited
Copyright © 2020, Emerald Publishing Limited