Subjects
media literacy, information literacy, cognitive apprenticeship, instructional design, pedagogy
Document Type
Innovative Practice
Abstract
Inspired by the apprenticeship model of teaching and learning, two instructors report on their efforts to place current events at the center of a semester-long media and information literacy course. They discuss strategies to harness curiosity about contemporary topics (e.g., misinformation, climate change, algorithms, right-to-repair, blockchain, artificial intelligence, etc.), and create engagement-driven course content. The paper provides concrete examples of activities and assignments used to situate learning in real-world contexts and build students' confidence in navigating information independently. This case study offers insights for other educators seeking to apply cognitive apprenticeship principles to media and information literacy instruction.
DOI
10.15760/comminfolit.2024.18.2.4
Persistent Identifier
https://archives.pdx.edu/ds/psu/42833
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Floyd, N., & Spraetz, J. (2024). Cognitive Apprenticeship Strategies for the Media Literacy Classroom. Communications in Information Literacy, 18 (2), 180–197. https://doi.org/10.15760/comminfolit.2024.18.2.4
