Reflections on 10 years of media literacy education – JMLE Volume 3, Issue 1
To note where NAMLE has come in its first decade, Renee Hobbs and Amy Petersen Jensen, co-editors of the Journal of Media Literacy Education (JMLE), asked several established and emerging scholars and practitioners to write short essays that address the following questions about the field of Media Literacy Education:
- What’s your sense of the movement in the field of media literacy education over time?
- What are the new questions or challenges that are emerging in the field as result of technological and societal change?
- In the next ten years, what could be the most productive contexts and settings for media literacy education to thrive?
- How has your definition of media literacy changed over time? How may it change in the future?
- What new directions are emerging in both your own work and in the field?
- What unanswered questions, problems or issues would you like to see resolved in the next ten years?
The essays were gathered in Volume 3, Issue 1 of the JMLE, and are broad ranging and vary in scope. They are written by NAMLE members and friends of NAMLE* who are attempting to influence the field within their sphere. Each addresses the notion of media literacy education from unique areas of experience and research. The authors acknowledge where the field is strong and point out where the still-burgeoning notion of media literacy education has room to grow. Each essay, available as PDFs on JMLE.org, and in full text with comments on the JMLE Blog, is intended as an invitation to conversation and a beginning point for further dialogue amongst each other.
* Essayists include: Amy Petersen Jensen, Rhys Daunic, Paul Mihailidis, Erin Reilly, Vanessa Domine, Margaret Camody Hagood, Katherine Fry, Faith Rogow, Jordi Torrent, Lynda Bergsma, and Renee Hobbs
Category: Journal of MLE Features
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