Explore the definition of media literacy, key factors that influence media production, and key media biases, and learn how to become a critical consumer of media.
Essential Questions
- Why should we actively question the information presented in media rather than accept it at face value?
- What are common biases in media, and how can recognizing these biases help us become more independent thinkers?
- Why is it important to diversify our media consumption, and how can our media consumption influence our understanding of the world?
Big Ideas
- Active Questioning: Being media literate means constantly questioning the credibility, sources, and intent behind the information we consume.
- Bias in Media: Recognizing that all media has some level of bias helps individuals critically evaluate the reliability of information.
- Diversifying Media: Engaging with a range of reputable sources fosters a more comprehensive understanding of complex issues and reduces the risk of echo chambers.
Grade Level: 6-12
Subject(s)
- English Language Arts
- Social Studies
- Media Literacy
- Civics
Rationale/Teacher Notes
This resource works well as a foundational lesson early in the year to establish critical evaluation habits students can apply across all subjects. It can also be used as a standalone unit on media literacy or integrated into units on current events, research skills, or civic engagement. It provides practical tools for navigating today’s complex information landscape and gives context and support for:
- Teaching students to evaluate sources
- Addressing misinformation, disinformation, or “fake news” concerns
- Preparing students to analyze current events and news coverage
- Building skills for responsible social media use and digital citizenship
- Helping students understand how media shapes public opinion and discourse
- Media Literacy Anticipation Guide: Before watching the video, have students complete the anticipation guide and then move around the room (one side for agree, another for disagree) and share their responses.Discussion: After students complete the activity, facilitate a brief class discussion:
- Which statements did most people agree with? Disagree with?
- Which statement was hardest to decide on? Why?
- What experiences or examples influenced your thinking on these statements?
- Are there any statements you’re uncertain about?
- Interview A Journalist: Begin by arranging for a journalist or media professional, such as a local reporter or a member of the school newspaper, to visit the class or participate in a virtual interview. In preparation, have students develop a list of questions focusing on ethical practices, the impact of EVA (economics, values, and algorithms) on content, challenges in maintaining objectivity, and strategies for addressing media bias. Conduct the interviews in a panel format, allowing students to ask their questions and take notes. Following the interviews, students will write a reflection paper on what they learned and how it changed their understanding of media literacy. Conclude the activity with a class discussion on key takeaways from the interviews and their broader implications for media literacy.
- Discuss: What were the most surprising insights you gained from the interviews, and how have they impacted your view of media ethics and the role of bias in journalism?
- Media Literacy PSA: Begin by introducing the project and its goals, explaining the idea of multi-modal PSAs and interactive exhibits. Divide students into groups, each exploring a different media literacy topic (e.g., EVA, media bias, source evaluation). Groups will research, plan, and create a PSA or exhibit using visuals, audio, and interactive features. Allow time and resources for creation, then hold a showcase for presentations. Conclude with a feedback session for reflection and peer review.
- Discuss: How did creating a multi-modal PSA or exhibit enhance your understanding of media literacy concepts, and what did you learn from viewing others’ projects?
- Shifting Perceptions: How has learning about media production and media biases influenced the way I perceive news and information?
- Applying Media Literacy: How can I apply media literacy skills to navigate the complex media landscape more effectively?
- Building an Informed Society: In what ways can I contribute to a more informed society by using media literacy principles?
- Diversifying Media Consumption: What steps can I take to ensure that I am consuming a diverse range of media sources?
- What is media literacy?
- The ability to read and write.
- The ability to analyze, evaluate, create, and act using all forms of communication.
- The ability to create media content.
- The ability to speak eloquently and persuasively about issues in the media.
- What are three main factors that influence media production represented in the acronym EVA?
- Economics, Values, Algorithms
- Entertainment, Verification, Accuracy
- Evidence, Views, Algorithms
- Economics, Views, Accuracy
- True or False: Media bias can be completely eliminated.
- True
- False
- What does “framing bias” refer to?
- The way information is packaged and presented.
- The omission of key information.
- The prioritization of negative stories.
- Highlighting only one person’s story.
- What is the effect of selection bias?
- It ensures all stories are covered equally.
- It influences which stories media outlets choose to cover or emphasize.
- It reduces media bias.
- It promotes only positive stories.
Use these resources to deepen your understanding of media literacy concepts and explore how different tools, like media bias charts, map the media landscape across the political spectrum.