Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes
The internet and digital ecosystems have enlarged opportunities for literacy activities. Technology has altered social practices and concepts of literacy, which has profound consequences for EFL teaching and learning. This qualitative research aims at studying teachers’ ignorance, within the concept...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Ubiquity Press
2023-06-01
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| Series: | Journal of Interactive Media in Education |
| Subjects: | |
| Online Access: | https://account.jime.open.ac.uk/index.php/up-j-jime/article/view/781 |
| _version_ | 1797777765156519936 |
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| author | Rida Afrilyasanti Yazid Basthomi Evynurul Laily Zen |
| author_facet | Rida Afrilyasanti Yazid Basthomi Evynurul Laily Zen |
| author_sort | Rida Afrilyasanti |
| collection | DOAJ |
| description | The internet and digital ecosystems have enlarged opportunities for literacy activities. Technology has altered social practices and concepts of literacy, which has profound consequences for EFL teaching and learning. This qualitative research aims at studying teachers’ ignorance, within the concept of ignorance epistemology, as they navigate their teaching roles in CML teaching, particularly in the EFL context. Through an open-ended questionnaire and interview, this study investigated how teachers assist students to establish the credibility of information and information sources through critical assessment. It also delved into the opportunities and challenges the teachers encounter in assisting students to be critical assessors of information and media sources. All these are critical since building CML aims to prepare students to be active members of today’s digital democratic world and to ease the media bubble effects of social media, which can lead to fake news or misinformation, polarization, and complex mediation between parties. Finally, ramifications and future study areas are highlighted to further the field of digital literacy. |
| first_indexed | 2024-03-12T23:09:20Z |
| format | Article |
| id | doaj.art-21a9630184ba48dfb83a6a52aa21d091 |
| institution | Directory Open Access Journal |
| issn | 1365-893X |
| language | English |
| last_indexed | 2024-03-12T23:09:20Z |
| publishDate | 2023-06-01 |
| publisher | Ubiquity Press |
| record_format | Article |
| series | Journal of Interactive Media in Education |
| spelling | doaj.art-21a9630184ba48dfb83a6a52aa21d0912023-07-18T08:20:52ZengUbiquity PressJournal of Interactive Media in Education1365-893X2023-06-0120231111110.5334/jime.781209Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL ClassesRida Afrilyasanti0https://orcid.org/0000-0002-0049-1490Yazid Basthomi1https://orcid.org/0000-0003-3314-3334Evynurul Laily Zen2https://orcid.org/0000-0001-6428-4215Universitas Negeri Malang; SMA (senior high school) Negeri Taruna Nala Jawa TimurUniversitas Negeri MalangUniversitas Negeri MalangThe internet and digital ecosystems have enlarged opportunities for literacy activities. Technology has altered social practices and concepts of literacy, which has profound consequences for EFL teaching and learning. This qualitative research aims at studying teachers’ ignorance, within the concept of ignorance epistemology, as they navigate their teaching roles in CML teaching, particularly in the EFL context. Through an open-ended questionnaire and interview, this study investigated how teachers assist students to establish the credibility of information and information sources through critical assessment. It also delved into the opportunities and challenges the teachers encounter in assisting students to be critical assessors of information and media sources. All these are critical since building CML aims to prepare students to be active members of today’s digital democratic world and to ease the media bubble effects of social media, which can lead to fake news or misinformation, polarization, and complex mediation between parties. Finally, ramifications and future study areas are highlighted to further the field of digital literacy.https://account.jime.open.ac.uk/index.php/up-j-jime/article/view/781digital literacymedia literacyefl classesfactual newsfake newsteachers’ perspectives |
| spellingShingle | Rida Afrilyasanti Yazid Basthomi Evynurul Laily Zen Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes Journal of Interactive Media in Education digital literacy media literacy efl classes factual news fake news teachers’ perspectives |
| title | Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes |
| title_full | Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes |
| title_fullStr | Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes |
| title_full_unstemmed | Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes |
| title_short | Factual vs. Fake News: Teachers’ Lens on Critical Media Literacy Education in EFL Classes |
| title_sort | factual vs fake news teachers lens on critical media literacy education in efl classes |
| topic | digital literacy media literacy efl classes factual news fake news teachers’ perspectives |
| url | https://account.jime.open.ac.uk/index.php/up-j-jime/article/view/781 |
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