This handbook interrogates the foundations of media literacy and media education research from a methodological standpoint. It provides a detailed, illustrated overview of key methods used in the study of media literacy and media education. Further, it reveals the diversity of this research field and organizes this diversity by using three categories of investigation: media practices, educational initiatives, and prescriptive discourses.
The book offers valuable reference points and tools for exploring the range of research methods used to study media literacy and media education and how these methods connect to epistemological stances, theoretical frameworks, and research questions. It serves as a guide for researchers who wish to position themselves, reflect on the methods they use or are considering using, and compare and contrast them against alternative or complementary approaches. After reading this book, readers will be better able to identify and define the objects of study in media literacy and media education research, the preferred ways of conducting investigations, the phenomena, issues, and dimensions that these are likely to bring to light, and the knowledge that they generate.
This comprehensive and up-to-date overview of the field of media literacy education research methods will be of great interest to scholars and students of education studies, media studies, media literacy, cognitive science, and communication studies.
Chapter 2 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 International license.
This handbook interrogates the foundations of media literacy and media education research from a methodological standpoint. It provides a detailed, illustrated overview of key methods used in the study of media literacy and media education.
Introduction: Navigating the Field of Media Education and Media Literacy
through its Research Methods: Media Practices, Educational Initiatives, and
Prescriptive Discourses
Part 1: Media Practices
Chapter One: Documenting Media Practices to Define Media Literacy Competence:
A Qualitative Approach
Chapter Two: Studying the Media Education Practices of Young Children at
Home: Methodological Lessons from a Cross-national Qualitative Study on
Digital Activities at Home
Chapter Three: Participatory Action Research and Media Literacy: Towards
Engaged, Accountable, and Collaborative Knowledge Production with
Marginalized Communities
Chapter Four: Observing Literacy Practices in the Third Space: Research
Methods
Chapter Five: Researching Media Literacy Practices Using Both Critical and
Posthuman Inquiry
Part 2: Educational Initiatives
Chapter Six: Methodological Considerations in Researching Teachers Views and
Practices of Media Literacy
Chapter Seven: A Research Methodology Aimed at Analyzing Teaching Practices
in Relation to the Development of Digital Skills in a University Setting
Chapter Eight: Design-based Research into the Co-creation of Teaching
Activities for the Theoretical Refinement of a Multimodal Media Literacy
Competency Model
Chapter Nine: Quantitative Methods for Assessing Media Literacy in
Evaluations of Health Promotion Intervention Programs Using Media Literacy
Education
Chapter Ten: Issues of Pedagogy, Alignment, and Context in Assessing Measures
of Media Literacy
Part 3: Prescriptive Discourses
Chapter Eleven: Analyzing Public Policies on Media Education: From
Modalization to Modeling of Official Discourses
Chapter Twelve: Analyzing School Curricula, Training Programs, and Learning
Material: A Method in Media Education
Chapter Thirteen: Quick-Scan Analysis as a Method to Analyze and Compare
Media Literacy Frameworks
Chapter Fourteen: Critical Discourse Studies for Research on Media and
Information Literacy Projects: An Illustrated Discussion of Seven
Methodological Considerations
Chapter Fifteen: Rethinking Media Education Policy Research and Advocacy: A
Deliberative Approach
Pierre Fastrez is Senior Research Associate at the Belgian National Fund for Scientific Research and Professor of Information and Communication at the Université catholique de Louvain (Belgium). His main research interests concern the definition of media literacy competence and media literacy assessment methods.
Normand Landry is Professor at TÉLUQ University and Canada Research Chair in Media Education and Human Rights. His work focuses on communication rights, media education, social movement theory, law, and democratic communications.
