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Establishing a Media Literacy Cognate at Historically Black Colleges and Universities: A Comparative Analysis of Existing Courses and Potential of Implementation

Establishing a Media Literacy Cognate at Historically Black Colleges and Universities: A Comparative Analysis of Existing Courses and Potential of Implementation
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Author(s): Jayne Cubbage (Bowie State University, USA)
Copyright: 2016
Pages: 24
Source title: Administrative Challenges and Organizational Leadership in Historically Black Colleges and Universities
Source Author(s)/Editor(s): Charles B. W. Prince (Howard University, USA) and Rochelle L. Ford (Syracuse University, USA)
DOI: 10.4018/978-1-5225-0311-8.ch012

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Abstract

This study explores the need as well as the feasibility of implementing a media literacy cognate at Historically Black Colleges and Universities nationwide. Of the approximately 40 colleges and universities with media studies or communications departments or schools, only three offer a named media literacy course. Similarly, of the communications and media programs with ACEJMC accreditation, only one, Howard University offers a media literacy course. Using diffusion of information theory to explore the knowledge of and eventual adoption of media literacy courses at HBCUs, the study seeks to provide an introduction to schools about their need to teach media literacy to students across the college and university curriculum.

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