van Leent, L. & Mills, K. (2018). A queer critical media literacies framework in a digital age. Journal of Adolescent and Adult Literacy,61(4), K. Hinchman, K. Chandler-Olcott. 401-411. United States: John Wiley & Sons Inc.. Retrieved from https://doi.org/10.1002/jaal.711
Media literacy skills are focal for many educators across the globe in an age of ubiquitous access to the Internet and the rapid circulation of digital texts. A critical media literacies perspective is often a key element in teaching adolescents to read a range of texts. A queer critical media literacies pedagogy supports a social justice agenda aimed at addressing inequalities in education for youths who identify as lesbian, gay, bisexual, transsexual, and queer (LGBTQ+), with the + accounting for other identities, such as asexual, agender, and questioning. Queer theories provide the basis of a new pedagogical model aimed at empowering educators to guide young adolescents in identity formation as they navigate a range of content. The model is presented as a queer critical media literacies framework aimed at directly supporting the work of teachers in classrooms, including illustrative key questions, learning experiences, and related teaching resources.
Institute for Learning Sciences and Teacher Education
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