A Phenomenological Exploration of Novice Texas English/Language Arts Teachers' Experiences with Media Literacy

This mixed method study employs a phenomenological methodology to explore the experiences of novice secondary Texas English/Language Arts (E/LA) teachers' who integrated media literacy curriculum within their content area during the 2010-2011 school year. Data relating to the phenomenon was collected through Likert-type survey items and an in-depth three-interview protocol.

The key findings in this study highlight the complex relationships that affect novice secondary Texas E/LA teachers' development of curriculum and pedagogy in the context of media literacy education. Participants' backgrounds were found to influence their beliefs and attitudes related to media literacy, which in turn, influenced the way they integrated media literacy curricula. Despite a commonly held belief in the value of media literacy education and intent to integrate media literacy in the E/LA curriculum, participants' confidence in their ability to teach students media literacy skills declined over time. Data suggest that this decrease is attributable to environmental factors such as access to technology resources and the culture and climate of the schools in which the participants teach. The study also finds that participants were insufficiently prepared to teach media literacy in the E/LA classroom and that both participants' teacher preparation program and school districts bear the burden for this deficiency.

The findings of this study have specific implications for current educational practice. Schools of education and school districts are appropriately positioned to provide needed, but currently deficient, support to novice E/LA teachers with regard to media literacy integration in the content area. Such support could consist of formal coursework and/or mediated discussion in professional learning communities regarding: media literacy in the standards; technology skills and integration; pedagogical content knowledge related to media literacy education; sources for media literacy self-study and independent professional development; and teaching media literacy skills in technologically under-resourced or hostile environments.