A queer critical media literacies framework in a digital age

Journal article

van Leent, Lisa and Mills, Kathy. (2018). A queer critical media literacies framework in a digital age. Journal of Adolescent and Adult Literacy. 61(4), pp. 401-411. https://doi.org/10.1002/jaal.711
Authorsvan Leent, Lisa and Mills, Kathy
Abstract

Media literacy skills are focal for many educators across the globe in an age of ubiquitous access to the Internet and the rapid circulation of digital texts. A critical media literacies perspective is often a key element in teaching adolescents to read a range of texts. A queer critical media literacies pedagogy supports a social justice agenda aimed at addressing inequalities in education for youths who identify as lesbian, gay, bisexual, transsexual, and queer (LGBTQ+), with the + accounting for other identities, such as asexual, agender, and questioning. Queer theories provide the basis of a new pedagogical model aimed at empowering educators to guide young adolescents in identity formation as they navigate a range of content. The model is presented as a queer critical media literacies framework aimed at directly supporting the work of teachers in classrooms, including illustrative key questions, learning experiences, and related teaching resources.

Keywordsgender/race/class/sexual orientation; identity; digital/media literacies; depth of (higher level, literal level, etc.) < comprehension; digital/media literacies; critical analysis < digital/media literacies; instructional models < strategies; methods and materials; adolescence; early adolescence
Year2018
JournalJournal of Adolescent and Adult Literacy
Journal citation61 (4), pp. 401-411
PublisherJohn Wiley & Sons, Inc.
ISSN1936-2706
Digital Object Identifier (DOI)https://doi.org/10.1002/jaal.711
Scopus EID2-s2.0-85039455787
Open accessPublished as green open access
Research or scholarlyResearch
Page range401-411
FunderAustralian Research Council (ARC)
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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Output statusPublished
Publication dates
Online02 Nov 2017
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/LP150100030
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Mills, Kathy A.. (2006). 'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy. 29(2), pp. 132-154.
"We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies
Mills, Kathy A.. (2006). "We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies. Australian Educational Researcher. 33(3), pp. 13-33. https://doi.org/10.1007/BF03216840
Deconstructing binary oppositions in literacy discourse and pedagogy
Mills, Kathy. (2005). Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy. 28(1), pp. 67-82.