Abstract
News media literacy has come to receive considerable public attention in recent years in the context of anxieties about the impact of misinformation on society. This article outlines research that examines how Australian teachers perceive and value news media literacy and it explores their experiences of teaching news in the classroom. The article presents findings from an online survey of 295 Australian teachers and follow-up semi-structured interviews with 20 teachers. Our analysis finds that although many teachers value students' learning about the news, there are significant challenges and barriers to address if the approach is to become more widely available in Australian classrooms. Teachers lack direction about how news should be taught to young people, the curriculum is already crowded, limiting opportunities to address news, and teachers lack access to relevant professional development. The article provides insights into how to move forward to ensure young people receive adequate education about news in Australia, with the findings holding relevance to other countries facing similar challenges.
| Original language | English |
|---|---|
| Pages (from-to) | 761-777 |
| Number of pages | 17 |
| Journal | Australian Educational Researcher |
| Volume | 49 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - Sept 2022 |
Bibliographical note
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