Bringing the World to School: Integrating News and Media Literacy in Elementary Classrooms

Abstrak / Ringkasan

For three years, the Powerful Voices for Kids program, a university-school partnership program of the Media Education Lab at the
University of Rhode Island, developed a multifaceted approach to integrate news and current events into in-school and after-school
instruction in K-6 schools. Three case studies detailing the program’s impact on an undergraduate novice instructor, an in-school
technology mentor, and an experienced classroom teacher illustrate the ways in which different stakeholders at the school approached
news integration. Though approaches, interests, and values of each teacher vary considerably, all teachers share a commitment to
the following classroom principles: (1) the use of inquiry to guide lesson development, (2) the role of ambiguity and uncertainty in
otherwise structured learning environments, (3) the use of scaffolding and planning to limit and shape students’ experiences with a
variety of unpredictable media texts in the classroom, and (4) written reflection on how individual teacher values and motivations
contribute to the unique classroom culture. Implications for future professional development in K-6 news literacy are explored.

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