Media Literacy as a Pathway to Bridge the Digital and STEM Divides: Interest Driven Media Projects for Teachers in the Trenches

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Author(s): Lesley K. Smith (University of Colorado, USA), Juliette N. Rooney-Varga (University of Massachusetts, USA), Anne U. Gold (University of Colorado, USA), David J. Oonk (University of Colorado, USA)and Deb Morrison (Broomfield Heights Middle School, USA)
Copyright: 2017
Pages: 21
Source title: Natural Resources Management: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0803-8.ch028

Keywords: Environment & Agriculture / Environmental Science and Technologies / Information Science Reference / Natural Resource Management

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Abstract

One of today's equity challenges is the need to increase media literacy among all students, especially traditionally marginalized students. Media literacy is defined by the way that particular student groups are limited in their engagement with digital resources that promote critical thinking and problem solving. This chapter provides implementation models for seven different types of media projects focused on climate change science that have been successfully piloted with 78 secondary students primarily from impoverished backgrounds. Results show that students' experiences while participating in these projects were transformational. Both the digital and STEM divides were bridged by including science-focus media projects.

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Media Literacy as a Pathway to Bridge the Digital and STEM Divides: Interest Driven Media Projects for Teachers in the Trenches

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