Media Literacy Checklist

A lesson, activity, project, curriculum, or initiative is likely to meet the goals of media literacy education if it:

___ Goes beyond merely using media to teach; media are used to help students acquire new or improved critical thinking skills. 

___ Includes media representing diverse points of view (e.g., does not reduce complex debates to only two sides and/or actively seeks alternative media sources).

___ Teaches students to ask their own questions about media messages rather than just responding to questions that the teacher asks.

___ Teaches students to ask questions of all media (not just the things that they find suspicious or objectionable, and not just screen or digital media but also printed media like books or posters). 

___ Teaches students to ask questions when they are making, as well as viewing, listening, reading, or playing with media.

___ Encourages students to see themselves as media makers, putting communication tools in their hands and inviting them to consider applicable ethics before sharing their works publicly.

___ Encourages students to use multiple means of expression (using image, sound, and word) and helps them determine which ones will best achieve their goal(s).

___ Engages students in discussions or reflection about decision-making and their choices at every stage of creating media messages.

___ Requires students to justify opinions or interpretations with specific, document-based evidence.

___ Respects that people interpret media through the lens of their own experiences, so different people might interpret a media document or message in different ways (e.g., a student might disagree with a teacher without being wrong).

___ Encourages students to seek multiple sources of information and helps them learn to determine which sources are most appropriate or reliable for any given task.

___ Does not replace the investigative process with declarations about what a teacher or a cultural critic believes to be true.  

___ Seeks rich readings of texts, rather than asking people to arrive at a pre-determined “true” or “correct” meaning.

___ Incorporates into analysis (including semiotic or aesthetic analysis) an examination of how media structures (e.g., ownership, sponsorship, or distribution) influence how people make meaning of media messages. 

___ Focuses on a media document’s significance (including who benefits and who is disadvantaged) or what people might learn from it rather than trying to determine whether a particular piece of media is “good” or “bad” or whether a student likes it.

___ Helps students move through anger and cynicism to skepticism, reflection, and action.

___ Encourages students to act on what they’ve learned without determining for them what actions they should take.

___ Provides for assessment of media literacy skills.

adapted from Scheibe and Rogow. The Teacher’s Guide to Media Literacy: Critical Thinking in a Multimedia World (Corwin, 2012)