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Engaging Urban Youth in Critical Media Literacy
Abstract
This chapter describes how urban youth engaged in critical media literacy in the high school classroom by creating public service announcement (PSA) videos. The study delineates the process in which critical media literacy was implemented into diverse urban high school classrooms in Hawaii over a period of three years. The process included (1) acquiring technological and linguistic skills; (2) critically analyzing media texts; and (3) producing media on social issues. The data were collected from students' reflection journals, interviews with students and teachers, students' electronic portfolios, and participant observations by the researchers/teachers. Students expressed their voice toward positive social actions by producing PSAs on a range of social issues, such as poverty and discrimination. Building on multiliteracies and critical media literacy, this chapter argues for the importance of critical media literacy pedagogy that is deliberate to make curricular space for students' reflections and examinations of social issues.
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