Date of Award

12-19-2014

Document Type

Thesis

Degree Name

Master of Arts (MA)

Specialization

Communication and Leadership

School or Department

School of Leadership Studies

First Advisor

Dr. John Caputo

Second Advisor

Dr. Michael Hazel

Abstract

This study examines how media literacy supports students’ understanding of controversial topics in history, and whether or not improving instructors’ understanding of how media literacy strengthens historical analysis impacts instruction. To identify the current application of media literacy to history education and if cultivating instructors’ understandings impacts instruction, history teachers were surveyed both before and after receiving media literacy training. Their responses to both surveys were reviewed for notable changes in the participants’ understandings of media literacy and its applications to historical analysis. This study uses cultivation theory to further examine the impact controversial topics in history can have on students. The possible impact of controversial topics in history necessitates that both students and instructors develop media literacy skills to better analyze and understand historically sensitive content. The results of this study show that changes in instructors’ understandings of media literacy affects their perceptions of the role media literacy has in the history classroom. By improving instructor understanding of media literacy, new skills can be included in history lessons that will give students an additional tool for analyzing controversial historical topics.

Comments

All rights reserved.

Download

Share

COinS