Abstract:
In this study, methods of media literacy instruction including analytic
activities, production activities, and a combination of analytic and production
activities were compared to determine their influence on grade 8 students'
knowledge, attitudes, and behaviours towards commercials. The findings showed
that media literacy instruction does improve media literacy skills. Specifically,
activities that included an analytic component or an analytic and production
component were significantly better than activities that included a production
component. Participants that completed analytic or analytic and production
activities were able to discern media-related terms, target audience, selling
techniques, social values, and stereotypes in commercials better than participants
that completed only production activities. The research findings also showed
obstacles when teaching media literacy. When engaged in analytic activities, the
difficulties included locating suitable resources, addressing the competition from
commercials, encouraging written reflection, recognizing social values, and
discussing racial stereotypes. When engaged in production activities, the
difficulties were positioning recording stations, managing group work, organizing
ideas, filming the footage, computer issues, and scheduling time. Strategies to
overcome these obstacles are described.
