Podcasts about critical media literacy

This special episode of NWP Radio features many of the educators behind Empowering Youth to Confront the Climate Crisis in English Language Arts, a co-published book from Teachers College Press and the National Writing Project. Recorded in three parts, you won't want to miss this comprehensive overview of this important book.00:00 - Introduction/Systems Thinking with Richard Beach and Fawn CanadyRichard Beach and Fawn Canady discuss chapter two of the book, focusing on how to engage students in critiquing and transforming systems impacting the climate crisis. Learn how students can use writing to examine how fossil fuel energy, capitalist economic structures, agriculture, transportation, urban design, and political systems need transformation to address our changing climate.26:52 - Critical Media Literacy with Jeff Share, Andrea Gambino, Amber Medina, and Noah Asher GoldenThis segment explores the intersection of critical media literacy and environmental justice/climate education. Our guests explain why climate change is not merely a scientific problem but an issue of priorities and narratives. Discover how educators can help students understand how dominant cultural stories contribute to our climate crisis and how we can change these narratives to create more sustainable and socially just futures.50:04 - Writing of All Kinds with Allen Webb and Rich NovackAllen Webb and Rich Novack share diverse writing approaches that empower students to engage with climate issues through creative expression, persuasive writing, research, and more. Learn practical strategies for incorporating climate-focused writing across the English language arts curriculum.Related ResourcesBook ResourcesBook Website: Climate Crisis ELAWebsite for Allen's Chapter on climate change and teaching writing: tinyurl.com/y9ebyc5mWebsite for previous book "Teaching Climate Change to Adolescents": climatechangeela.pbworks.comBeach, R. (2025). Adopting a languaging approach for teaching about the climate crisis in English language arts. English Teaching: Practice & Critique, 24(1)Critical Media Literacy ResourcesKellner, D., & Share, J. (2019). The critical media literacy guide: Engaging media and transforming education. Brill/Sense PublishersClimate Crisis ELA: Critical Media Literacy and the Climate CrisisClimate Crisis ELA: Local Ecologies and Critical Media ProductionClimate Crisis ELA: Engaging Elementary Students in Inner-city LAClimate Crisis ELA: Challenging Climate Misinformation and DisinformationCML Framework ResourcesFree-to-use/share PDFs of the CML Framework:English: tinyurl.com/4v5ndatxGerman: tinyurl.com/yckctfp9Mandarin: tinyurl.com/mpfveh85Portuguese: tinyurl.com/mwrkf9szSpanish: tinyurl.com/2fdaz8upAdditional CML Framework Digital Downloadable Posters with Illustrations: drive.google.com/fileAdditional Websites & ResourcesEcomedia LiteracySubject to ClimateCritical Media ProjectBioneersLittle Justice LeadersJeff Share's WebsiteInquire 2 TransformClassroom Caffeine: Antonio LopezJohn Cabot University ArchiveOur Towns, Our Stories

This special episode of NWP Radio features many of the educators behind Empowering Youth to Confront the Climate Crisis in English Language Arts, a co-published book from Teachers College Press and the National Writing Project. Recorded in three parts, you won't want to miss this comprehensive overview of this important book. (https://shop.nwp.org/products/empowering-youth-to-confront-the-climate-crisis-in-english-language-arts) 00:00 – Introduction/Systems Thinking with Richard Beach and Fawn Canady Richard Beach and Fawn Canady discuss chapter two of the book, focusing on how to engage students in critiquing and transforming systems impacting the climate crisis. Learn how students can use writing to examine how fossil fuel energy, capitalist economic structures, agriculture, transportation, urban design, and political systems need transformation to address our changing climate. 26:52 – Critical Media Literacy with Jeff Share, Andrea Gambino, Amber Medina, and Noah Asher Golden This segment explores the intersection of critical media literacy and environmental justice/climate education. Our guests explain why climate change is not merely a scientific problem but an issue of priorities and narratives. Discover how educators can help students understand how dominant cultural stories contribute to our climate crisis and how we can change these narratives to create more sustainable and socially just futures. 50:04 – Writing of All Kinds with Allen Webb and Rich Novack Allen Webb and Rich Novack share diverse writing approaches that empower students to engage with climate issues through creative expression, persuasive writing, research, and more. Learn practical strategies for incorporating climate-focused writing across the English language arts curriculum. View all related resources at https://teach.nwp.org/empowering-youth-to-confront-the-climate-crisis-in-english-language-arts/

Project Censored has been exposing the media's self-censorship for a half-century now and we talked with its director Mickey Huff about the current state of the media. We discussed some of the bigger stories that the media has overlooked (climate change, Gaza, labor issues) but also importantly talked about important stories that were picked up and covered by alternative media. Bio//Mickey Huff is the third director of Project Censored (founded in 1976) and is the president of the nonprofit Media Freedom Foundation. Huff joined Ithaca College in New York fall of 2024, where he now also serves as the Distinguished Director of the Park Center for Independent Media and Professor of Journalism. Since 2009, he has coedited the annual volume of the Censored book series with associate director Andy Lee Roth, published by Seven Stories Press in New York, and since 2021 with The Censored Press, the Project's new publishing imprint. His most recent books include Project Censored's State of the Free Press 2025, co-edited with Shealeigh Voitl and Andy Lee Roth (The Censored Press/Seven Stories Press, 2024); The Media and Me: A Guide to Critical Media Literacy for Young People (co-authored with Project Censored and the Media Revolution Collective, The Censored Press/Triangle Square, 2022), as well as Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy (Routledge, 2022) and United States of Distraction: Media Manipulation in Post-Truth America (and what we can do about it), published by City Lights Books, 2019, both co-authored with Nolan Higdon.----------------------------------------------------Outro- "Sons of 1984" by Todd RungrenLinks//+ Project Censored: https://www.projectcensored.org/Follow Green and Red// +G&R Linktree: ⁠⁠⁠https://linktr.ee/greenandredpodcast⁠⁠⁠ +Our rad website: ⁠⁠⁠https://greenandredpodcast.org/⁠⁠⁠ + Join our Discord community (https://discord.gg/vgKnY3sd)+Follow us on Bluesky (https://bsky.app/profile/podcastgreenred.bsky.social)Support the Green and Red Podcast// +Become a Patron at https://www.patreon.com/greenredpodcast +Or make a one time donation here: ⁠⁠⁠https://bit.ly/DonateGandR⁠⁠⁠ Our Networks// +We're part of the Labor Podcast Network: ⁠⁠⁠https://www.laborradionetwork.org/⁠⁠ +We're part of the Anti-Capitalist Podcast Network: linktr.ee/anticapitalistpodcastnetwork +Listen to us on WAMF (90.3 FM) in New Orleans (https://wamf.org/) This is a Green and Red Podcast (@PodcastGreenRed) production. Produced by Bob (@bobbuzzanco) and Scott (@sparki1969). Edited by Isaac.

On the show this week is Dr. Tony Keith Jr.: a Black American gay poet, spoken word artist, and hip-hop educational leader from Washington, DC. He is author of the YA memoir in verse How the Boogeyman Became a Poet. Tony's writings have appeared in the International Journal of Critical Media Literacy, the Journal of Black Masculinity, and many others. A multiyear Fellow of the DC Commission on the Arts and Humanities with a PhD in education from George Mason University, Tony is CEO of Ed Emcee Academy and lives with his husband, Harry Christian III, in his DC hometown. Visit him at www.tonykeithjr.com In this conversation, Dr. Tony Keith Jr. discusses his poetry collection 'Knucklehead' and the significance of spoken word poetry. He explores the relationship between spoken and written poetry, emphasizing the importance of audience engagement and personal connection. The discussion explores themes of masculinity, self-preservation through writing, and the role of creativity in processing emotions. Dr. Keith shares insights on how consumption of joyful content influences his artistic practice and the power of poetry to awaken wonder and understanding in readers. Chapters 00:00 Introduction to Knucklehead and Spoken Word Poetry 03:03 The Relationship Between Spoken and Written Poetry 05:59 Audience Engagement and Personal Connection 08:55 Exploring Masculinity Through Poetry 11:58 Poetry as a Form of Self-Preservation 14:45 Creativity as a Response to Emotion 18:13 Consumption and Production in Artistic Practice 20:51 Awakening Wonder Through Poetry

Control of information is a vital weapon of the ruling class in its war on the people. Critical media literacy is more important now than it has ever been. For the past year we've been drowning in imbalanced coverage of the war on Gaza. (How many times did mainstream news outlets use the word ‘genocide'?) It's just one example – and it's an outrage. Steve's guest is Shealeigh Voitl, Project Censored's digital and print editor. They discuss the media's role in shaping public perception and delve into the systemic disinformation propagated by corporate and academic institutions. While sensational inconsequential stories dominate the headlines, the voices and experiences of the working class and the marginalized are silenced. Steve and Shealeigh look at the power dynamics inherent in media ownership, reinforcing inequality and promoting working class subjugation. Passive news consumption is the equivalent of unilateral disarmament. Shealeigh Voitl is the digital and print editor at Project Censored. She first began her research with the Project at North Central College alongside Steve Macek, co-authoring the Déjá Vu News chapter in the State of the Free Press 2022 and 2023 yearbooks, and the Top 25 chapter in SFP 2023. In addition to her editorial contributions to the yearbook series and work with the Campus Affiliates Program, Shealeigh helped develop the State of the Free Press 2024 teaching guide and the Project's “Critical Media Literacy in Action” social media series. Her writing has also been featured in Truthout, The Progressive, and Ms. Magazine.

Today - John discusses ABC News agreeing to pay the Trump Presidential library 15 million dollars as a settlement to his defamation lawsuit. Then, he interviews Andy Lee Roth who is associate director of Project Censored, co-editor of the State of the Free Press yearbook series, and coauthor of The Media and Me: A Guide to Critical Media Literacy for Young People. They talk about his latest work - Project Censored's State of the Free Press 2025 which illuminates issues that the establishment press have obscured and raises voices that corporate media have throttled. And then finally John welcomes back comedian Rhonda Hansome to joke with callers about current news and Trump's tomfoolery. See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

With the 2024 US elections drawing near, host Mickey Huff moderates an expert panel discussion with three media scholars and educators about how critical-media-literacy education can enhance civic engagement. They outline the many challenges posed by social media, hyper-partisanship, and fake news, but also explore what educators can do to engage today's students and equip them with critical tools necessary to deconstruct media messaging and bridge communication barriers, both inside and outside the classroom. This program is also a special broadcast that is part of the Big Rhetorical Podcast Carnival. GUESTS: Allison Butler is a Senior Lecturer in Communications at the University of Massachusetts and the Director of the Media Literacy Certificate Program in the Department of Communication at the University of Massachusetts Amherst in Amherst, MA, where she teaches courses on critical media literacy. Butler co-directs the grassroots organization, Mass Media Literacy, where she develops and conducts teacher training for the inclusion of critical media literacy in K-12 schools. She is co-author of The Media and Me and Surveillance Education. Nolan Higdon is a co-founding member of the Critical Media Literacy Conference of the Americas; a University Lecturer at the Merrill College and the Education Department at the University of California, Santa Cruz; a Project Censored National Judge; and an author of several books on media issues, including The Anatomy of Fake News, as well as co-author of The Media and Me and Surveillance Education. Sydney Sullivan is a Lecturer at San Diego State University, and a doctoral candidate at the University of California, Davis. Her research focuses on education and digital rhetoric with an emphasis on well-being. Sydney's most recent chapter in Transformative Practice in Critical Media Literacy is out now, titled “Rethinking Curriculums: How Critical Digital Literacy and Mandatory Composition Courses Collide.”   The post Crisis, Culture, and Civility: Critical Media Literacy Education and Election 2024 appeared first on KPFA.

**Join us Tuesday evenings for Macro ‘n Chill, an informal gathering where we listen to and discuss this podcast. Register here for our September 10th session https://events.teams.microsoft.com/event/29d4cc27-0123-4885-aaa8-6ff95947498d@7d53fbd0-6b43-4143-9400-6b0b36a25e55 Steve's guest is Nolan Higdon, an author and expert in media literacy. They discuss surveillance in education, which Higdon covers in his book, co-authored with Allison Butler, Surveillance Education: Navigating the Conspicuous Absence of Privacy in Schools.Surveillance capitalism, which emerged in the late 20th century, profits from datamining, largely without public awareness. Nolan emphasizes the increased intrusion into schools, particularly following changes to FERPA laws in 2012 allowing private tech companies to collect and use student data. The discussion highlights the false sense of security offered by the surveillance tools as well as the biases ingrained in AI used in education.The topic takes on special significance when considered along with the broader implications for society, including the erosion of democracy and the intensification of neoliberal ideology that prioritizes profit over public welfare.Nolan Higdon is a founding member of the Critical Media Literacy Conference of the Americas, Project Censored National Judge, author, and lecturer at Merrill College and the Education Department at University of California, Santa Cruz. Higdon's areas of concentration include podcasting, digital culture, news media history, propaganda, and critical media literacy. He is the author of The Anatomy of Fake News: A Critical News Literacy Education (2020); Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy (2022); The Media And Me: A Guide To Critical Media Literacy For Young People (2022); and the forthcoming Surveillance Education: Navigating the conspicuous absence of privacy in schools (Routledge). Higdon is a regular source of expertise for CBS, NBC, The New York Times, and The San Francisco Chronicle.Find his work on Substack: nolanhigdon.substack.com @NolanHigdonCML on Twitter @ProjectCensored

This week we offer a special episode featuring Project Censored's recent “Decoding Democracy” series, a collection of interviews showcasing media scholars, journalists, and activists discussing how an informed public and an independent press are vital aspects of any free and just society. These excerpts are part of the larger Project Censored aim to empower individuals to better navigate the media landscape and political climate, becoming more engaged citizens. The focus of the series is to promote critical media literacy education while harnessing the power of a free and independent press to spur more broadly and deeply informed civic engagement among the electorate. Among the many commentators featured in the Decoding Democracy video series, and included in this radio broadcast, are Mnar Adley, Nora Barrows-Friedman, Eugene Puryear, and Victor Pickard.   The post Decoding Democracy: Exploring Critical Media Literacy Education, Independent Journalism, and Civic Engagement appeared first on KPFA.

Mickey's guest for the hour is media scholar Nolan Higdon. They discuss how the principles of critical media literacy could help the public make sense of the current, chaotic election season in the U.S. and how the divide and contrasting worldviews between the older and younger generations can be partly explained by their choices of media. They discuss the consequences of our serious lack of media literacy education and how the American electorate could benefit from learning media literacy skills and by diversifying their media diets to include more independent outlets and fewer corporate, establishment ones, too busy cheering and jeering Team Red or Team Blue to report factually on the key policy issues that really matter to voters most. Note: This program was recorded on July 12, prior to the shooting attack against former president Donald Trump. Dr. Nolan Higdon is a lecturer in Education at the University of California Santa Cruz campus and a prolific author on media issues. He is the author of The Anatomy of Fake News and co-author of The United States of Distraction, The Media and Me, and Let's Agree to Disagree. He writes on Substack at NolanHigdon and also has an article, which we discuss, in the June/July issue of The Progressive magazine titled “The Establishment Strikes Back.”   The post Critical Media Literacy and the 2024 Election appeared first on KPFA.

If you have enjoyed the podcast please take a moment to subscribe, and also please leave a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support.For further exploration of Nolan's work, visit these links:Dr. Nolan HigdonProfessor of History, Media Studies, and EducationSubstack (Subscribe for free)LinkedinMuckRackPropWatchProject CensoredUnion for Democratic Communications Recent books: •The Media And Me A Guide To Critical Media Literacy For Young People (2022)•The Anatomy of Fake News: A Critical News Education (2020)•The Podcaster's Dilemma: Decolonizing Podcasters in the Era of Surveillance Capitalism (2022)•Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy (2022)Connect with Inspire Citizens for Eco-Media experiential learning programs for your school Learn more and/or register for the Inspire Citizens Global Citizenship Certificate Program in partnership with ISSYou can book a discovery call with Inspire Citizens at this linkShare on social media using #EmpathytoImpactLooking for more? Check out The Center for Humane Technology Episode SummaryHow might we reimagine social media and our use of technology as a force for good that lets us feel happier and more connected? How do we develop critical media literacy in our students? How does AI fit in to the critical media classroom? All this and more in this timely and inspired conversation with Dr. Nolan Higdon. Join us. 

Produced by KSQD 90.7, 89.5 & 89.7 FM “Be Bold America!” Sunday, May 19, 2024 at 5:00pm (PT) “First they came for the journalists. We don't know what happened after that.” – Maria Ressa   Project Censored, in their latest book, takes the pulse of the media, highlights the most underreported stories of the past year, and exposes corporate manipulation of the news.   State of the Free Press 2024, brings together some of the most incisive media critics to expose the impact of corporate money and political influence on the press, highlights the top 25 most underreported stories of the past year, and profiles those brave journalists who continue to fight for a media that is free of both for-profit benefactors and political agendas.    This book comes at a time when trust in the media is at an  all-time low.   Interview Guest: Mickey Huff is the director of Project Censored and president of the nonprofit Media Freedom Foundation. Since 2009, he has coedited the Project Censored yearbook, including its most recent volume, State of the Free Press 2024. He is also coauthor, with Nolan Higdon, of United States of Distraction: Media Manipulation in Post-Truth America (City Lights, 2019) and Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy

One of the best things about attending conferences is the conversations, connections, and collaborations that emerge after the sessions are over. Last year, I was lucky to meet Dr. Andrea Gambino at NCTE 2023 in Columbus. Andrea earned her Ph.D. in Education from UCLA in 2023 and is an active co-organizer of the annual Critical Media Literacy Conference of the Americas. Her research and practice draws on her experiences implementing critical media literacy as a tool for advancing self, social, and environmental justice. The passion, sincerity, and depth of knowledge she brings to to her research and practice is incredible and made for a powerful conversation. One of the things that makes Andrea's research particularly unique is that, in addition to having a rich understanding of how to teach critical media literacy, her scholarship also considers the rich, embodied experiences of teachers wrestling with that work in their classrooms. Andrea is an incredibly engaging conversationalist and really got me fired up about ways we can support teachers and students efforts to better navigate the dumpster fire that is our current political discourse and media ecosystem. There's much to learn, so enjoy!UCLA's Critical Media Literacy GuideDr. Gambino's LinkedInSupport the show

If you have enjoyed the podcast please take a moment to subscribe, and also please leave a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support.  For more information or to register for the Inspire Citizens Global Citizenship Certificate click here You can book a discovery call with Inspire Citizens at this link Nolan's book “Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy” is a highly recommended resource.  Nolan”s Substack #EmpathytoImpact Episode Summary In this episode we break from our usual format and I have a conversation with Nolan Higdon. Nolan is an author and university lecturer at Merrill College and the education department at the University of California Santa Cruz. His areas of focus are podcasting, digital culture, news media history and critical media literacy. At Inspire Citizens we are passionate about critical media literacy and bringing these important tools into classrooms and so much of Nolan‘s work, including his new book, “Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy” connects so well with our student media programs. How are we integrating media into our units? Join us to find out more about the what, so what and now what of critical media literacy.

How might teachers respond when truth seems to be increasingly devalued in what young people read online? I am joined by Erin Oxland to discuss this question and many others along the way. Erin Oxland is the First Vice President, Lead Negotiator, and Grievance Officer for the Kawartha Pine Ridge Elementary Teachers Federation of Ontario. Prior to stepping into this fascinating role (which we totally get into, by the way), Erin was a middle school teacher in Port Hope Ontario. In her practice, she prioritized authentic, rich, and relevant learning experiences for her students, which included deeply investigating the intersections of fake news, media literacy, and journalism. Whether you are interested in exploring one teacher's experience with critical media literacy or hearing about her transition from the classroom to being an elected union official, this conversation has something for everyone. For full show notes, visit: https://cohort21.com/teachingtomorrow/2023/07/04/episode82/

How long have “the reading wars” been a part of the national education discourse? What are the recurring themes? What can 4K-12 practitioners do to engage in a dialogue that leads to a better understanding of effective literacy instruction?In this episode, Paul Thomas shares his findings about the science of reading movement and how educators can navigate this conversation.Paul, a professor at Furman University, is the author of the policy brief The Science of Reading Movement: The never-ending debate and the need for a different approach to reading instruction (NEPC, 2022). He also wrote How to End the Reading War and Serve the Literacy Needs of All Students: A Primer for Parents, Policy Makers, and People Who Care (IAP, 2020). Paul is a frequent writer at his blog, Radical Scholarship and on Twitter at @plthomasEdD. Special thanks to Mary Howard, Joy La Vay Taylor, Debra Crouch, and Mary Beth Nicklaus for engaging in and elevating this conversation. Full subscribers can join these conversations in real time. They also have access to the video archive and professional discussion guide here. Sign up today to fully engage in this community.Know someone who would benefit from Read by Example? Refer them to this space - see button below. Complimentary subscriptions can be earned with sign ups.Full TranscriptMatt Renwick (00:03):Welcome to Read by Example, where teachers are leaders and leaders know literacy. We are joined today by Dr. Paul Thomas. Paul is a professor of education at Furman University in Greenville, South Carolina, and taught high school English in rural South Carolina before moving to teacher education. He is a former column editor for English Journal, National Council Teachers of English, current series editor for Critical Literacy Teaching Series: Challenging Authors and Genres and author of Teaching Writing as a Journey, Not a Destination: Essays Exploring What Teaching Writing Means, and the book, which I believe is in its second edition now, How to End the Reading Wars and Serve the Needs of All Students: A Primer for Parents, Policymakers, and People Who Care. NCTE named Paul the 2013 George Orwell Award winner. He co-edited the award-winning volume, Critical Media Literacy and Fake News in Post-Truth America. You can follow Paul's work at on Twitter at @plthomasedd and at Radical Scholarship at radicalscholarship.wordpress.com. Welcome, Paul.(01:26):Thank you very much. Nice to be here.(01:29):And we have a few who could join, if they could share too. Who you are, briefly just what you do. We'll start with Mary.Mary Howard (01:39):I am a literacy consultant and now doing Zoom, because I'm in Honolulu and I'd rather not get on a plane. This is year 51.Matt Renwick (01:57):Joy.Joy La Vay Taylor (01:59):Hi, I'm Joy La Vay Taylor, and I work for James Madison University with student teachers. Before that, I was literacy coach, reading recovery teacher and reading specialist.Matt Renwick (02:15):Deborah.Debra Crouch (02:17):Hi, I'm Deborah Crouch. I'm a literacy consultant as well and a co-author of Made For Learning with Brian Cambourne.Mary Beth Nicklaus (02:30):Hi, I'm Mary Beth Nicklaus, and I am with Eastern Harbor County Schools in Minnesota. And I'm a secondary level reading specialist. This is my 34th year.Matt Renwick (02:48):Welcome everyone. And I have a few questions for Paul, but we'll definitely save time for any questions that you might have. The first one for Paul is, you are consistently on point in your policy brief, which we will link in the newsletter, the Science of Reading Movement, which is a condensed version of your book on the topic. It's a nice summary, as well as what you post online on Twitter and on your blog. What motivates you to keep coming back to this topic of the science of reading movement?Paul Thomas (03:27):Oh, that's a really good question because most of my career, I'm really a composition writing person. And when I discovered Emily Hanford's Hard Words, early 2018, it really struck a chord, but I had no idea that it would get the momentum that it did. So I've always been a holistic literacy person, and I've always been skeptical of over focusing on things like grammar and phonics. And although I taught high school English at Furman, I have taught master's literacy program. So I've been working with early literacy teachers who are getting graduate degrees. And a former colleague of mine, Nita Schmidt, who moved from Furman to Iowa and now she's retired, she's brilliant, she was an early literacy people, and she, she brought me in at N C T E.(04:33):And so I had had this kind of transition to being, what I would say, a literacy generalist where I understand kind of K-16 literacy, or birth to grave literacy. My focus I feel like is public work. Like, how do I talk to the public? How do I help people understand education? And this movement just kind of intersected with that public work. And throughout 2018, 2019, I found myself blogging maybe too much, but I had quite a number of blogs on this, and I said, "I've got enough for a book. I did see how it was developing in a direction that regretfully has come true. That early kind of messaging has now become policy. So in the last, I guess that's what, five years now, I have shifted very much into being a policy person, which I think was the rightful place for me to go.(05:44):I do think trying to work on public narratives, how we talk about critical discourse analysis is a big thing for me. It's a central part of my upper level reading and writing course. At Furman, that's a requirement at Furman, they have to have an upper level writing and research course. So I think it was just kind of a perfect storm for me because I do feel like it's really important for scholarly work to have a real world place. And this felt way more engaging. It felt way more productive than my composition work. Although my book before this was on writing. I'm still, I teach first year writing. I care very much about writing. But reading is very central to sort of how we think about education in the United States. So it seemed like kind of a natural development for me.Matt Renwick (06:47):Yeah, your policy brief is very practical, very useful. It was easy to read, but you covered the, the essential topics of it and really gave, for me anyway, it gave me some nice talking points. Right now in Wisconsin, we're dealing with it, right this very week, up for discussion, so to speak. How might educators and parents best use this resource to effectively advocate for more reasonable policies? What can we do with this to, to make some kind of a difference, or at least try to influence policymakers?Paul Thomas (07:29):So first I would like to say I really am very proud of the policy brief. And I think a huge part of that was the N E P C staff itself. They did not make this easy . I had to a 6,000 word policy brief. I probably wrote 15 to 20,000 words and three or four drafts, and I was kind of taken to task three or four or five times before it even went to peer review. And I think they should be commended for that. The editorial group at N E P C weren't literacy people, so they were constantly going, "What do you mean by this? Uh, is this real?" And the the fun part was being challenged on using the simple view of reading.(08:22):One person said to me, "Paul, nobody uses that. That's silly. That's a silly term." And I had to say, "No, it's a technical term. It's a real term." So I do appreciate that opportunity, and I will say any PC believes in practical. So it had to build to what do people do. I do feel really good about the policy implications at the end. I've been working indirectly with Diane Stephens, who is Professor Emeritus from the University of South Carolina. She taught several other places. Diane has really perfected taking actual legislation and copy editing it, . It's amazing, "Here is where you're off base, but here is how to reform that." So I think what we have to do is, it kind of parallels the book banning and the anti C R T movement.(09:23):It seems almost silly to have to argue for access to books. It seems silly to have to say you shouldn't ban books. So I think it seems kind of pointless for a lot of reasonable people to argue for teacher autonomy and serving the needs of all students. And very simply put, that's kind of what the policy brief boiled down to. We really targeted, "there's no such thing as one size fits all instructional practices." So there should not be any one size fits all mandates in policy and legislation. We really kind of honed in on, "it's not the place of legislators to ban or mandate anything that goes against what is a reasonable approach to day-to-day classroom practices." So I think what can people do is I think is, kind of target these simple messages.(10:37):I've been trying to work better about clarifying that I'm advocating for teacher autonomy. I'm advocating for meeting the needs of every individual child. I am not an advocate for reading recovery. I'm not an advocate for balanced literacy. I'm not an advocate for National Council Teachers of English. I'm not an advocate for International Literacy Association. I'm not being trivial here. I don't advocate for labels and organizations, even though I love N C T E, for example. It's been my home for a long time, and I respect N C T E, but I think what we have to advocate for are key principles. And I've called this challenge out many times, you know, on social media. If someone says they don't agree with me or that I'm wrong, I say, so you're saying that there should not be teacher autonomy, so you're saying we shouldn't serve the individual needs of every student, and I really think we have to call people on the carpet about that.(11:47):I also think it's really important, and it might be too much for most people, I just don't believe in misinformation. I get called out that I'm advocating for X when I simply say Y isn't true . This is a really good example to me, is the attack on Lucy Calkins, I think is just unfair. It's not accurate. Lucy Calkins Units of Study and Fountas and Pinnell work are in one in four schools in the country. It's 25% of the reading programs, I just tweeted out today. You know, their programs are not the dominant programs in New Mexico. And New Mexico has the lowest NAEP fourth grade reading scores and the highest percentage of children below basic. So creating a bad guy is a trick of storytelling.(13:00):And regretfully the science of reading movement, I mean, Sold a Story. I mean, it's about storytelling, and they're manufacturing the crisis. They're manufacturing the bad guy. I really just don't like misinformation. And again, I don't like the way balance literacy is defined. It doesn't mean that I endorse balanced literacy, even though I don't have any actual problem with the concept of balanced literacy. I'm really a critical literacy person. Do I like whole language people and their philosophies? Yes, there are a lot of my friends. Do I find balanced literacy ideas compelling? Yes, of course I do. I am a holistic person. So I think we have to, I have to keep sort of simple messaging on the key concepts that we support.(13:55):But we also have to say, actually what you're saying isn't true. Your definition isn't true. Your cause of the problem isn't true. Your solution isn't true. Over and over the national reading panel is just misrepresented. I use Diane Stephen's work. The National Reading Panel found that systematic phonics was no more effective than balanced literacy or whole language. Almost every single credible study says the exact same thing. The major study out of England said systematic phonics no more effective than balanced literacy. We need balance in England, over and over. That's the truth. And then you've got the science of rooting people saying, it's the Emily Hanford mantra, that it's simple and it's settled, and neither one of those are true.Matt Renwick (14:48):That leads into my next question, Paul, is this towards, especially phonics instructions, kind of this reason why kids are failing to read because they don't have enough of it, or we need more of it to ensure that they can read. And then picking on some of these targets, whether it's a person or it's a program or approach, are these strawmen for maybe avoiding bigger issues that we do need to address, such as poverty or teaching and learning conditions? Or is there some reasonableness to what some people might be advocating for in the sor movement? Where do you see that falling?Paul Thomas (15:33):Really nice job there. I appreciate that. Because that's two other kind of key points that we need to hit on. So, the part of my book and the policy brief that I'm most proud of is the historical perspective. In the 1940s, draftees performed very poorly on literacy tests, and Eleanor Roosevelt and the government shouted reading crisis. And John Dewey in progressivism was blamed. The woman I did my dissertation on, Lula Brandt ,did an analysis and found out that most draftees went to traditional schools and had traditional instruction, like phonics instruction, had skills instruction. And there's Elementary English, which became Language Arts, had a special issue on it, very similar to Reading Research Quarterly, having two special issues on it in the 2020s.(16:33):There was one article, , and they literally say this false attack on progressivism is to avoid the truth. The problem with literacy in the United States is poverty. You know, that was the 1940s. Then it recurs, the Johnny Can't Read in the fifties and sixties, same thing. It's phonics, it's lack of phonics. And people are like, "no, the people who are doing poorly are impoverished." And then it recycles into the sixties, into the 1990s, and then around No Child Left Behind is this same thing. So I think two other messages that we really have to make sure we make clear is, and I refer to Martin Luther King toward the end of his life in 1967, he said, "We would find that instead of reforming education to erase poverty, that if we erase poverty, education would improve."(17:30):And there is nothing truer. If children had universal healthcare, if they had no food deserts, if they had steady homes, if their parents had steady well-paying jobs, if there were books in their homes, the NAEP scores would go up. And that's doing nothing in the schools. Now, I'm not saying don't do anything in schools. I actually think this is the other thing that drives me crazy. I've been accused of being a protector of the status quo. And people who know me would laugh, they should talk to some of the people I've worked for. I think I entered education in 1984. I start year 40 in the fall. And when I started education, I was a reformer.(18:23):That's why I want, I wanted to do school better than it had been done to me. And then when I was in my doctoral program in the 1990s, I found out there were the reconstructionist. There was a whole movement in the early 20th century to reform schools. And so I want things to be different. I want school to be different. And you said it just a second ago. So we've got to address the lives, the homes, and the communities of children. I mean, we have to do that. And this constantly pointing at teachers and saying they don't know what they're doing and that schools are failing is a distraction. But simultaneous to that teaching and learning conditions, I just cannot say that often enough. There's been research for decades that marginalized students are more likely to have beginning and uncertified teachers.(19:25):That's a simple thing to address. We should guarantee that no child who is performing below what we believe they should be, instead of using third grade test scores to retain students, why don't we use third grade test scores to ensure children to have experienced certified teachers and low student-teacher ratios in fourth grade? That's a much better policy. And I would 100% endorse the use of standardized testing for that. But we are not going to do those things. I mean that's what's kind of criminal about this. Special needs children...we're overly concerned about dyslexic students. I am not saying that we should not be, absolutely, we should be concerned with dyslexic students. But special needs students are really highly likely to have beginning and new teachers, special needs students are really highly likely to have uncertified teachers.(20:31):Those are things that could be addressed. Now I think that would solve a lot of problems, systemic forces outside of the school. And then, I agree, this is a national education policy center thing. Instead of accountability reform, we need equity reform. So inside schools, I would say no grade retention. We should not be stratifying students. We should not be gatekeeping students into courses. But the biggest thing to me in school is a teacher assignment. The dirty little secret about education, nobody wants to talk about...if you teach long enough when someone retires, you get the good kids. And I think that's one of those little dirty secrets that we don't talk about. Beginning teachers too often... administration sits down, the remaining teachers get to pick their courses for next year, and the leftovers go to the new person. That is a terrible policy. It's a terrible way to treat children. And these are things we could address. We never talk about them, and we don't do them. So I think as you were implying, I think a lot of this is about ways to avoid doing the hard stuff.Matt Renwick (21:53):Yeah, for sure. You hit on a lot of topics there with that. There were couple of questions and, and I won't bring it up here just because it could, who knows where it would to go. But the money aspect too. You noted on Twitter, that a lot of these arguments and blaming are actually creating a space, a void, in which then certain individuals, publishers, organizations can sell their programs, trainings to solve the problem that they created in the first place. But that's a whole nother topic almost, I think.Paul Thomas (22:38):I could interject there real quick. Sure. I think people don't understand. I just had a conversation with a producer of a major news series yesterday morning. Instead of chasing the right reading program, we should reevaluate that. We use reading programs. It's much simpler than that. At W S R A, I think it was 2019, it was right before covid, teachers taught me a lesson. The problem that they had with units of study was not units of study, it was how it was implemented. And we too often hold teachers accountable for implementing a program instead of serving the needs of students. And I think that's a really important distinction. And it would also, I think it would address the money issue. We do, I think we do spend too much money on educational materials, and then we feel obligated to holding teachers accountable because of that investment.Matt Renwick (23:41):Yeah. Too much money and resources is not enough. And the ultimate research, which is teachers and students as well is, how can we structure students to be resources for each other? I'd like to open it up to other people who have questions here, or Paul, if you have anything you'd like to share that to come to mind. I'll open the floor up.Mary Howard (24:06):Okay. I was just gonna come back to, and I appreciate this so much because it led me back to what you wrote. One of the best things about this is that it's so specific to suggestions for decision makers and policy makers. And so one of the, and I loved every one of them, but one of the things that I kept coming back to is at the very end, two that really keep, are really in my head. One is be wary of overstatements and oversimplifications within media and public advocacy. Acknowledging concerns raised but remaining skeptical of simplistic claims about causes and solutions. And one of the challenges is that there are so many, the policy makers, the people who are making these decisions, they want oversimplification. They want to know, all I have to do is write a check and there's nothing else I have to do.(25:11):And if, because they don't have a background in education, that sounds really, really compelling. And then the other one is just a couple down from that, which is so important. Recognize student-centered as an important, research supported guiding principle, but also acknowledge the reality that translating research-based principles into classroom practices is challenging. So not only do they want those over simplifications, but they want to be able to take the research and say, here's what the research says, which is complicated research. And so we're gonna do this. You know, it brings me back to RtI where the solution was the walk-to-intervention model. So they know the importance of supporting children, but they're going to find the easiest possible, not just the one that they can write a check for, but the one that's going to be the easiest possible to implement.(26:09):So, you know, those just loom really large in my mind, and I don't know how we undo. Let me just say one more thing. I remember so many times walking out of a session where someone, usually someone with a really big name, said something really absurdly ridiculous. Like, time for reading, independent reading doesn't matter. And does it in such a compelling way that people I really admire walk out of that session and say, "Oh my God, I never thought about that before." And that's been happening with the science of reading too. "Oh my God, I never knew that." And so it's really smart, lovely, wonderful people. But for some reason, , it's coming across not as what is being said. I don't know. It's a really weird thing to me.Paul Thomas (27:11):Yeah. One advantage of my career being pretty eclectic is I've taught some graduate level leadership courses, and I used to use Howard Gardner's book Leading Minds. He's known for multiple intelligences, but I don't think that's his best work actually. In Leading Minds, he directly says all the research shows that leadership functions on black and white statements. And there's very little you can do about that. So there's an ethical obligation if you're going to compel the public, you're going to have to be relatively simple. So to me, I think the line is between simple and simplistic. And the challenge we have, and again, the conversation I had yesterday morning, really, really drove this home to me, is we're in a bind because our message is not simple. And the sor people are, it's become a cult of personality because they're doing the simple and settled.(28:12):And it is very compelling. I, like you Mary, know some very lovely people who have bought it. I knew some, and I still know, I know some lovely people, bright, who bought Teach for America. I know some lovely and bright people who bought charter schools. And those have now passed, and we know they didn't work. Teach for America has really dramatically fallen off. And some of the best people I know in education went through Teach for America. So it's not the people. The simplistic message, that you just had to demand more of students, it's that soft bigotry of low expectations. And if you just demand more, and if you just work harder, these kids will succeed. And then those poor people who did that, and those children didn't succeed. They were devastated.(29:07):So we do have a problem. Our message is not simple. But that's the only message that works. And also I think, another point of yours Mary, is the idea of evidence. I think I said this the other day, but the most important evidence is the child in front of you. The first five or 10 years of my teaching, the best thing that happened to me was humility. I had missionary zeal. I came in thinking I knew what I was doing. I kind of had my butt kicked at the National Writing Project. I'll shout out to Brenda Davenport. She almost literally kicked my butt. She saw something in me. She did respect me, but she took me in a room and she let me have it. And it was an awakening for me.(30:00):I softened, I backed up off of my certainty, and I learned to work from the ground up. Research and theory... I love theory. I love philosophy. These things are important, but they're for you back here. I mean, they sit somewhere back here. But it's the actual child in front of you. So I've learned, Furman has really taught me a lesson too. I mean, for the last 21 years, my college first year writing students are a different type of human than what I taught in rural South Carolina in high school. So I try to work from the student and instead of imposing Paul's beliefs about writing, Paul's beliefs about learning. You know, one simple thing is we we're always told that, that you have to give students credit for class participation.(31:04):I know a lot of professors still put that on their syllabus, and there's a percentage for it. Well, Furman has taught me that students can participate by being completely quiet in the room. And I had to listen to that, which is kind of ironic. And , I don't say that anymore. I don't say, "You have to speak in class, you have to participate this specific way." So I think one of our messages, I think has to be that, evidence is not simplistic. And the most important piece of evidence is the child in front of you.Matt Renwick (31:41):Thanks, Paul. Thanks, Mary.Debra Crouch (31:45):Can I ask a question, Paul? How do you simplify in a way, I guess, how do you talk to student-centered in a way that keeps it understandable for people who don't come at this from "Look at the child and recognize what children are bringing" and that sort of thing. How do we talk to that? Because I agree with you. I think that piece is huge.Paul Thomas (32:12):Yeah. And teacher education, that's one thing I do is I talk about artifacts of learning. I talk about things like, I really think music teachers, art teachers, coaches, that I think the average person understands that. So, there was a piece in Phi Delta Kappan many, many years ago, somewhere in the 1990s. And the guy said, what if we had two football teams line up every Friday night and take a multiple choice test to decide the football game? Parents would revolt, my hometown, the entire town would revolt. So, you know, in art class, we have a child actually draw an artifact of learning, and then we work from there. Until the child does a drawing or a clay sculpture, we don't have any way to teach them. We have children play instruments, we have children sing, we have children play the sport.(33:13):So I think putting it in terms of behaviors, having students do the thing, and I think that's where my holistic urge is. I was a soccer coach, I coached for quite a few years. And I love scrimmage. I was a big fan of scrimmaging. So you could end the moment, you could teach, of course we did some skills, but to be perfectly honest, that's not that effective. If people practice the same thing over and over incorrectly, they're not actually learning. They're getting worse. They're building the wrong tools. So, the joke of my teaching high school was I graded about 4,000 essays a year for 18 years. Wow. And I graded about 6,000 journals on top of that. So my joke was, it was volume, volume, volume.(34:07):Until a kid wrote a paper, I did not know what they needed, Until a player lined up as a centerback and played and played a soccer match, I did not know what he needed. So I do think we have to talk in terms of sort of holistic behaviors that we're trying to teach children to do. And then our job to me is mentoring. It is coaching. I love the word coach. I think the right kind of coaching, not the stereotypical United States coach that screams and cusses, but the kind of coach that goes, "Look, you did it this way, now do it this way." Like, here is why. One thing I loved about soccer is it's conceptual. You don't run plays and it's not very structured, the type the clock runs, and it's these concepts. So it's these holistic behaviors at the conceptual level, what should you be doing? But the key element is why are you doing this? I hope that answered your question, I feel like I did.Matt Renwick (35:12):Yeah. Thanks Deborah. Thanks, Paul. Joy, did you want to throw that question out of how did we engage in this? I think Paul spoke to that previously. Was there anything else that you wanted to follow up on though, Joy regarding how to engage in conversation around this time?Joy La Vay Taylor (35:35):The article that you put out, Paul, was really helpful, Mary and I will follow it a little bit better.Paul Thomas (35:51):A lot of this movement is public, so I think a lot of it is on social media. And there is a problem. I do think Twitter is not a good place for discussion. I haven't had good luck with it. I've had a few people try to. I had one person a couple times lately, very kindly say, would you mind, you know, let's have a discussion about this blog post. I don't. There's just not enough room. There is no chance for nuance. I joke and say the best way to deal with social media discussions is don't do it. But a more practical one is, are you dealing with a serious person? So probably six months ago, a woman who is an s o r person engaged with me.(36:42):She was patient, she was kind, she was clear. I did two or three tweets with her. I realized she was a serious person. We had a very long Twitter discussion. She didn't change her mind. I did not mute her. I did not block her. Everything was fine. The key was not that we agreed with each other. The key was that she was a serious person. And that's the hard part. I often check the Twitter bios. If there's four followers, probably not serious. If they've got the little hashtag, #amplify, probably not serious. Way too much of the science of reading movement is driven by the exact thing that Hanford is attacking. If it is in fact a problem that Lucy Caulkins has made money, which is an odd thing to accuse somebody of in the United States, then the science of reading, people who are driven by market intentions are just as guilty.(37:56):My home state and the most recent budget, 15 million for LETRS training, were a very small state. Can you imagine how much state money, tax money is being earmarked for LETRS training? I don't trust advocates of LETRS anymore than I trust anyone. I mean, we learned that the tobacco industry said cigarettes were okay. They had a market interest. So I do think we have to navigate public discussions with serious people. I do not mute people instantly. I generally give everybody one or two tweets. I give you a chance. Then it's it, and it's just little things, right? Are they selling something? Do they have almost no followers? I've got people out there. I know I muted them, so I didn't block them, but they can still do it. They say, don't listen to Paul Thomas. He works for reading recovery. That's just a blatant lie. There was an organization that blogged and said, don't listen to me because I'm not a teacher. I start year 40 in the fall. I've been a literacy teacher for 40 years, over five decades since the eighties. It's just a blatant lie. So lying means you're not a serious person. If if you're trying to sell something, you're probably not a serious person. So I just think navigating that space, we're looking for serious people and then we can engage.Matt Renwick (39:34):I had the pleasure of watching Paul have a panel discussion with other serious people. It was a research panel at the Wisconsin State Reading Association Conference. He was talking with a researcher at UW-Madison, a principal out of California, and they did not all agree. I think we talked about this later, Paul. You did not all agree on the same issues, but you all were respectful the way you talked. "I hear what you're saying. Here's where I'm coming from." It was very, it was just a good conversation. And I learned a lot. And I think, I thought it was a really good model for, for what this could be, but unfortunately, often is not.Paul Thomas (40:16):Right. And I really don't think we have to all agree. Like, there are people I love that I don't agree with everything about them. And that's not what we're looking for.Mary Howard (40:29):Yeah. And in a conversation like that, you have the opportunity to have a fluid coming back and forth. That's impossible. But one of the things that I looked for on Twitter, and I've only been recently really trying to dig into it, there are just certain catchphrases that people use over and over. And that to me is a dead giveaway because it's almost like they came out with a s o r attack list of these are the things you want to say. It really is problematic that you can't. There's a big difference to being able to look at someone in the face, for example, and listen to what they're saying and then come back and respond to that than it is. It's almost like the Twitter social media is a ping pong ball, and it's really easy to get caught up in it, you know, especially when emotions are involved.Paul Thomas (41:32):That's why I say the, the s o r movement is too similar to the anti CRT movement. They're both too often ideological. So when you're ideological it's very simplistic and narrow. So you do have recurring things to say that are just, they're just imposed onto the situation. They're not drawn from the situation. Someone I blocked, I mean, I muted. I didn't see them, but I saw the response. And apparently somebody on Twitter just in the last couple of days, said that they listened to Emily Hanford. Cause she's an expert. I'm not. And the interesting thing there is not only have I taught literacy for 40 years, I taught journalism for 13 years, and I've published journalism for the last 20. I have a level of expertise in both journalism and education. That's where you can tell somebody's not serious. This is not a serious comment. That is just a blanket imposed statement. And so I think that is the ideological problem. It's not everybody who's in the science of reading movement by any stretch. But there is a faction that is just, it's just an ideologue. And it's the same thing. You know, woke , woke by DeSantis, woke by too many Republicans, uh, c r t, these have just been catchphrases. They're not, again, they're not serious people. They're not credible people.Matt Renwick (43:00):This conversation's been great as always. Any closing thoughts or takeaways from anyone in the group that you'd wanna share out before we close things out?Joy La Vay Taylor (43:15):I'm such a novice, I feel like, at Twitter for sure. I was so focused on being in the classroom, working with teachers that I was so shocked when this whole s o r thing just seemed to slam in. And I hadn't, I didn't have time to be on Twitter. I shouldn't say I have time now, but I thank you so much all for all this information that you put out. And Mary, I love Mary and Matt is great. I don't know you too, but I'm sure you two are great too. .(44:15):Because I thought that all the information that you gave about politics and the movement of reading was so helpful for me. It just gave me a background. I kind of came in with balanced literacy when it was just kind of called balanced literacy. So all of that was helpful. But is is then, if we think about the purpose of being on Twitter to share information like you do, so is that the best way to think about it as a vehicle for getting truth out there?Paul Thomas (45:00):Yeah. I would say, I would say two things. One historically we have told teachers not to be political, which is a political demand, by the way. And we also keep classroom teachers way too busy. If you keep people with their head down, they don't see what's happening to them. So I do not expect teachers to sacrifice themselves. I don't expect K-12 teachers to speak out. Absolutely, that is not an expectation. If you do find the opportunity, I think you said it perfectly. Most of my work that I do on social media is to teach, it's an extension of my teaching. I cite, my blogs are heavily cited. I cite, I link to peer review journal articles on Twitter. So I think you have to perform on social media, not to change people's minds that you're speaking to, but to leave a trail for other people to learn.(46:03):I am rarely actually speaking to the individual I'm responding to. I am leaving a trail for other people to learn from. Nobody's asking K-12 teachers to sacrifice themselves. Nobody's asking K-12 teachers to lose their jobs. As a matter of fact, I don't want you to lose your job. I'm relatively safe. I'm even at a private university. If I were in Florida and I was at a public university, I would be toast. But my university is incredibly supportive. I'm a white guy, I'm tenured, I'm old. Let us do it, you know, let us take the brunt of the damage. But if you do engage, it's not to change people's minds, it's to teach.Matt Renwick (46:54):Well said Paul. And your policy brief, half the brief is citations. I mean, it's just so well resourced. And I remember Peter Aach speaking about your work too, and just said you were meticulous. I think that's one of the first people he brought up about how to be become more knowledgeable about this topic and stay engaged. So thank you Paul Thomas. Thank you everyone for being here. This has been great. We wish you all a good rest of the year if you're still going. Otherwise, we hope you are enjoying your summer break. Thank you.Paul Thomas (47:27):Thank you. A pleasure.Matt Renwick (47:28):Thank you. Get full access to Read by Example at readbyexample.substack.com/subscribe

How Big Tech Gets Into Your Kid's Classrooms If your child is in school, then you've probably had to deal with Chromebooks, Google Classroom, and other Big Tech based resources used by your school. But have you given it thought about the implications of allowing Big Tech - in this altruistic role - access to your kids? Nolan Higdon joins Matt again to discuss the role of Big Tech in education. Fresh off of his latest book, Media & Me; A Guide to Critical Media Literacy for Young People, Nolan discusses how tech companies are able to break the corporate barrier to education. Learn more about your ad choices. Visit megaphone.fm/adchoices

If you have enjoyed the podcast please take a moment to subscribe, and also please leave a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support.For further exploration of Nolan's work, visit these links:Dr. Nolan HigdonProfessor of History, Media Studies, and EducationSubstack (Subscribe for free)LinkedinMuckRackPropWatchProject CensoredUnion for Democratic Communications Recent books: •The Media And Me A Guide To Critical Media Literacy For Young People (2022)•The Anatomy of Fake News: A Critical News Education (2020)•The Podcaster's Dilemma: Decolonizing Podcasters in the Era of Surveillance Capitalism (2022)•Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy (2022) Connect with Inspire Citizens for Eco-Media experiential learning programs for your school  Learn more and/or register for the Inspire Citizens Global Citizenship Certificate Program in partnership with ISS You can book a discovery call with Inspire Citizens at this link Share on social media using #EmpathytoImpact Looking for more? Check out The Center for Humane Technology  Episode SummaryHow might we reimagine social media and our use of technology as a force for good that lets us feel happier and more connected? How do we develop critical media literacy in our students? How does AI fit in to the critical media classroom? All this and more in this timely and inspired conversation with Dr. Nolan Higdon. Join us. 

In this excerpt as guest host of the Thom Hartmann Show, Jefferson speaks with Professor Nolan Higdon, author of "The Anatomy of Fake News" and "Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy," about historic examples of fake news, how to take steps to spot and resist fake news, and why four minutes taken out of 41,000 hours of video doesn't prove that January 6th was a peaceful sight-seeing tour instead of a violent insurrection.

Produced by KSQD90.7FM (Note: The"humm" at first is corrected in a few minutes) “Be Bold America!” Sunday, March 26, 2023 at 5:00pm (PDT) Media shape our sense of who we are, what we value, and our place in the world. Against the backdrop of pundits and politicians promoting fearful understandings of “fake news,” and the negative impacts of social media. The book, “The Media and Me: A Guide to Critical Media Literacy” empowers readers to become savvy media users, who can analyze claims, see through manipulation, and recognize when political or economic interests drive the media we use. For this program, we will be interviewing one of ten authors of this timely and imperative book. Interview Guest: Dr. Allison Butler is Director of the Media Literacy Certificate Program at the University of Massachusetts Amherst, Department of Communication. Dr. Butler also co-directs the grassroots organization, Mass Media Literacy, where she develops and runs teacher trainings for the inclusion of critical media literacy in K-12 schools. She is the author of numerous articles and books on media literacy, including Educating Media Literacy and Key Scholarship in Media Literacy.

In this excerpt as guest host of the Thom Hartmann Show, Jefferson speaks with Professor Nolan Higdon, author of "The Anatomy of Fake News" and "Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy," about historic examples of fake news, how to take steps to spot and resist fake news, and why four minutes taken out of 41,000 hours of video doesn't prove that January 6th was a peaceful sight-seeing tour instead of a violent insurrection.

To support the show: 1. Subscribe on YouTube and hit that bell for notifications 2. Follow us on Instagram https://www.instagram.com/21stcenturyvitalism/ 3. Like us on Facebook https://www.facebook.com/21stcenturyvitalism 4. Sign up for the Patreon patreon.com/21stcenturyvitalism This weeks conversation is with University of Massachusetts Amherst professor and author, Allison Butler Ph.D. In it, we talk about her work with critical media literacy and how learning it can improve our ability to navigate the deceptive media landscape of the 21st century. SHOW TOPICS - What is Critical Media Literacy? - How does power affect information dissemination - The effects of the profit motive in our media - The difference between pundits and reporters - What is a digital footprint? - Getting trapped in the algorithm - Finding quality independent journalism - Focusing on local news - Creating healthy boundaries for our media intake If you want to continue learning about critical media literacy, check out Allison's new book, 'The Media and Me: A Guide to Critical Media Literacy for Young People' and listen to some of her other podcast episodes!

Legendary investigative reporter, Seymour Hersh, tells us all about the story he broke that describes in great detail how the U.S. blew up the Nordstream pipelines in a covert “act of war” against Russia. Plus, Mickey Huff, of Project Censored joins us to speak to Ralph about the state of the so-called “free press.”Seymour Hersh is the pre-eminent investigative journalist of our time.  He has won five George Polk Awards, two National Magazine Awards, and more than a dozen other prizes for investigative reporting. In 1970, Mr. Hersh won the Pulitzer Prize for exposing the My Lai Massacre and its cover-up during the Vietnam War. In 2004, Mr. Hersh exposed the Abu Ghraib prison scandal in a series of pieces in The New Yorker. Among his many books are The Price of Power: Kissinger in the Nixon White House, Chain of Command: The Road From 9/11 to Abu Ghraib, The Dark Side of Camelot, The Samson Option, The Killing of Osama Bin Laden, and his latest, a memoir of his storied, decades-long career, entitled simply Reporter.The pipeline industry all know that Russia didn't [sabotage the Nord Stream pipeline]. Everybody knows they did not do it. There might have been some vagueness about who. But they were pretty sure all along who. Because who else threatened to do it, but the President and his Under Secretary Victoria Nuland? They're the two that went public with it— much to the dismay of the people actually doing the covert operation. Seymour HershWe always saw the Russians' great abundance of gas and the Russian delivery of gas to Europe—from Jack Kennedy in 1962— we saw it as weaponizing gas.Seymour HershIt's a famous notion that the CIA and all those secret groups, they don't work for the Constitution. They work for the Crown. They work for the President.Seymour HershMickey Huff is the director of Project Censored and the founder and host of The Project Censored Show, a weekly syndicated public affairs program. He is professor of social science, history, and journalism at Diablo Valley College. He has authored and edited several books including ​​United States of Distraction: Media Manipulation in Post-Truth America (and what we can do about it), Let's Agree to Disagree, The Media and Me: A Guide to Critical Media Literacy for Young People, and Project Censored's State of the Free Press 2023: The News That Didn't Make the News—And Why.[The Norfolk Southern crash] is a bipartisan disaster. It's a direct example of what happens with regulatory capture. And it shows, once again, the gross failure of the corporate media— they'll cover balloons, and the Super Bowl, and a bunch of other distractions, instead of things that really matter to working class Americans.Mickey Huff, co-editor of State of the Free Press 2023: The News That Didn't Make the News—And WhyYou're not allowed to ask the tough questions, Ralph. And anybody who's been in the press pool long enough knows that. They don't have to be told that. The censorship doesn't have to be directly from the government, or even from the corporate owners. Reporters know that if they ask questions that don't get answered too often, and get overlooked, they're going to get yanked. They're going to get called back to the office. They might end up losing their jobs because they don't have copy and they don't have stories.Mickey Huff, co-editor of State of the Free Press 2023: The News That Didn't Make the News—And WhyEncourage members of the press not to forget [the 20th anniversary of the US invasion of Iraq on March 19th]. That was a massive war crime— over a million innocent Iraqis died, the country destroyed, falling apart to this day— and Bush and Cheney are luxuriating in the US without any accountability whatsoever. There's a lot of talk now on the first anniversary of Russia's invasion of Ukraine. But very little talk about the US and its sociocide destruction of the Iraqi people. And I think that illustrates how important it is to ask questions on subjects that have been taboo or censored.Ralph Nader Get full access to Ralph Nader Radio Hour at www.ralphnaderradiohour.com/subscribe

Allison Butler We hear a lot about Critical Race Theory, as we should. But what about Critical Media Literacy? Have you ever even heard the term? I hadn't. Then I read The Media and Me: A Guide to Critical Media Literacy for Young People. Not to quibble with the authors but really, this isn't only for young people. This is for all of us.  We're taking in so much information from so many media sources and yet we rarely, if ever, stop to think about what those sources are, their agendas, and what that means for what we're hearing and reading. Allison Butler and her co-authors take this on and lay out a path to being far more savvy about what we hear so that we are making thoughtful decisions about what we choose to engage with and how, rather than just buying everything they're selling without looking behind the curtain.  This conversation gave me so much insight into looking behind the scenes so that I am less vulnerable to being taken in by something that seems reasonable but, upon closer investigation, isn't what it appeared to be at all.  In this time of instant "news" it's more important than ever that we pay attention and interrogate what we're told rather than just accepting it. Allison lays out some clear and simple ways that we can become media literate. Ways that will make us better able to engage with all that's coming at us.  For a written transcript of this conversation click here. About Allison: Allison Butler is a senior lecturer and director of the media literacy certificate program in the Department of Communication at UMass Amherst. She is the author of Educating Media Literacy: The Need for Critical Media Literacy and Teacher Education. She is the co-author of the open source text, Critical Media Literacy and Civic Learning: Interactive Explorations for Students and Teachers. She's also co-authored the new book, The Media and Me: A Guide to Critical Media Literacy for Young People. Action Steps: 1) Recognize that this is not hopeless. It's easy to feel overwhelmed. Start by looking at your own language. Part of what we're doing is examining power so instead of "Googling" something and using Google's (a huge, powerful corporation) language, think about just searching for something.  2) Slow down. Don't just scroll, take a bit of time to read more deeply. 3) Take a break. Turn off notifications. Get your news like back in the old days, when there was a morning paper and an evening paper rather than being inundated all day long.  Connect with Allison: Mass Media Literacy Credits: Harmonica music courtesy of a friend.  

The newly formed Media Revolution Collective has written its first book, ​​The Media and Me: A Guide to Critical Media Literacy for Young People.

This week, we will explore the journey of Mr. Jared Huisingh. Jared is a former middle and high school English teacher and current doctoral candidate and teacher educator at the University of Tennessee. You can follow Jared in Instagram @huisingh. On this episode, we will hear Jared's stories about becoming interested in critical media literacy and how he has incorporated it into his teaching. Dr. Aaron R. Gierhart is an Assistant Professor of Elementary Education at Columbus State University in Columbus, Georgia, and previously taught in the Illinois public schools for 11 years. You can follow him on Twitter and Instagram @aaronrgierhart Email: gierhart_aaron@columbusstate.edu Podcast Socials: Facebook & Instagram @JourneysOfTeaching & Twitter @JourneysTeach Thank you to Mitch Furr for the podcast theme music and Adam Gierhart for the logo artwork.

Part I. Mickey Huff is professor of social science and history at Diablo Valley College in the San Francisco Bay Area and the author of Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy.  He is also the director of Project Censored and the co-editor of the Project's yearbook, including most recently State of the Free Press 2023: The News That Didn't Make the News.   Part II. Nicole Eustace is professor of history at New York University.  She is the author 1812: War and the Passions of Patriotism; Passion Is the Gale: Emotion, Power, and the Coming of the American Revolution; and her latest Covered with Night: A Story of Murder and Indigenous Justice in Early America. The post Censorship and Big Tech & Indigenous Justice in Early America appeared first on KPFA.

The 2022 Critical Media Literacy Conference of the Americas took place in Oakland, CA in late October. This week's Project Censored Show presents excerpts from the plenary roundtable that addressed shortcomings of corporate media, each from a different perspective, and explained how a more critically media literate public and robust independent press could foster real humanitarian progress as we face multiple existential crises. Mickey Huff moderated the roundtable discussion which included Robin Anderson, who writes the media watch group FAIR, and for Project Censored; she is professor emerita at Fordham University; Maximilian Alvarez, editor-in-chief at The Real News Network; Eduardo Garcia; a freelance environmental journalist who writes on the climate crisis; and Mnar Adley, CEO and editor-in-chief at MintPress News.  Music-break information: "The Resistance" by 2 Cellos The Project Censored Show: Hosts: Mickey Huff & Eleanor Goldfield Producers: Anthony Fest & Eleanor Goldfield

On this Project Censored Show we discuss Media Literacy Week and more specifically Critical Media Literacy. We then discern the different approaches to media literacy which have been co-opted including corporate and a-critical media literacy. We explore this issue with experts Allison Butler and Nolan Higdon.

In this episode, Toria talks to Nolan Higdon about the importance of teaching our young people to communicate effectively. Nolan has written a book alongside Mickey Huff 'Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy' and in it they look at how best we can develop this in our classrooms. Nolan explains to Toria how fostering constructive dialogue in classrooms  can can enable young people to develop their critical thinking and learn how to 'Agree to Disagree'. Nolan Higdon is a lecturer at Merrill College and the Education Department at University of California, Santa Cruz. Higdon's areas of concentration include digital culture, news media history, and critical media literacy. Higdon is a founding member of the Critical Media Literacy Conference of the Americas. He sits on the boards of the Action Coalition for Media Education (ACME) and Northwest Alliance For Alternative Media And Education. His most recent publications include The Anatomy of Fake News: A Critical News Literacy Education (2020) and The Podcaster's Dilemma: Decolonizing Podcasters in the Era of Surveillance Capitalism (2021). He is a longtime contributor to Project Censored's annual book, Censored. In addition, he has been a contributor to Truthout and Counter-Punch; and a source of expertise for numerous news outlets including The New York Times, CNBC, and San Francisco Chronicle.Support the showIf you enjoyed this episode, share it with others and leave a review. The Tiny Voices Talk book is coming soon - click here to pre-order your copy.

If you have enjoyed the podcast please take a moment to subscribe, and also please leave a review on your favorite podcast platform. The way the algorithm works, this helps our podcast reach more listeners. Thanks from IC for your support.  Check out the Critical Media Literacy Conference of the Americas 2022 and register to attend in person or virtually Nolan's book “Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy” is a highly recommended resource.  Say hi and join the discussion in our Flip Group community  Learn more about How to Global Citizen with Inspire Citizens by signing up for the Global Citizenship Certificate program. You can book a discovery call with Inspire Citizens at this link Here is a great resource from the Center for Media Literacy #EmpathytoImpact

Produced by KSQD90.7FM “The United States of Distraction” “Be Bold America!” Sunday, September 25, 2022 at 5:00pm (PDT) "Sorry. It's a terrible thing to say. But bring it on, Donald. Keep going… It may not be good for America but it's damn good for CBS." ~ Les Moonves, (at the time) the Executive Chairman and CEO, CBS Network The United States of Distraction: Media Manipulation in Post-Truth America explains that the role of news media in a free society is to investigate, inform, and provide a crucial check on political power. But does it? It's no secret that the goal of corporate-owned media is to increase the profit of the few, not to empower the many. As a result, people are increasingly immersed in an information system structured to reinforce their social biases and market to their buying preferences. Journalism's essential role has been drastically compromised, and Donald Trump's repeated claims of “fake news” and framing of the media as an “enemy of the people” have made a bad scenario worse. "Ever since the few began to control the many, disinformation, fabrications, and distractions having used to shape consent, impose submission, and maintain domination." – Ralph Nader Interview Guest: MICKEY HUFF is the director of Project Censored, founded in 1976, and president of the Media Freedom Foundation. Since 2009, he has coedited the Project Censored yearbook, including its most recent volume, State of the Free Press 2022. He is coauthor, with Nolan Higdon, of United States of Distraction: Media Manipulation in Post-Truth America and Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy. In 2019, Mickey was recognized by the Society of Professional Journalists, Northern California Chapter, for their annual James Madison Freedom of Information, Beverly Kees Educator award. Mickey continues to co-author articles on media and propaganda for several scholarly journals and news publications. He co-directed Project Censored's latest documentary on fake news and critical media literacy, "United States of Distraction: Fighting the Fake News Invasion." (Live streams, worldwide, on any electronic device. Visit the ksqd.org website)

Critical Thinking, Critical Media Literacy. The host for this show is Michael Sukhov. The guest is Mickey Huff. In the third installment of our series on 'Project Censored,' we discuss what 'news' is, what distinguishes it from opinion and junk food news; how junk food news operates, and what its effects are on the viewing/listening public. We also talk about Big Tech censorship, ongoing attacks on journalists and press freedom in the U.S. and globally, briefly highlighting the cases of Julian Assange and Edward Snowden. We close with a discussion of critical media literacy - what it is, and what tools are available to ordinary citizens to think more critically about what they see and hear on TV, the Internet, and the plethora of social media platforms available today. The ThinkTech YouTube Playlist for this show is https://www.youtube.com/playlist?list=PLQpkwcNJny6mfbvbH9PaDqTKng_XaNdhs Please visit our ThinkTech website at https://thinktechhawaii.com and see our Think Tech Advisories at https://thinktechadvisories.blogspot.com.

Dr. Darnel Degand has a background in media and advertising and now brings his love of education and media together to teach future teachers about the folding together of video games, comics, and pedagogy. Thanks for joining us today on CDW Education's Focus on EDU: EdTech and The Education Experience, hosted by Doug Konopelko. If you enjoyed the show, please like and subscribe to the channel, and click the little bell to get notified when we post a new video. If you have any ideas for future guests or you'd like to contact us about the show, please comment below, or reach out to me on Twitter @dkonopelko. Thanks for tuning in and we will see you next time, as we Focus on EDU. Links to Resources from the Show: Darnel's Twitter

On this edition of Parallax Views, Project Censored's Mickey Huff and Nolan Higdon return to the program to discuss their new book, available now from Routledge, Let's Agree to Disagree A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy. This was recorded around the time that Mia Janowicz and the Department of Homeland Security's Disinformation Governance Board was in the news so we also delve into issues related to censorship and corporate media bias. In the course of our conversation we also touch upon critical theory and Frankfurt School thinkers like Herbert Marcuse, the abortion debate, and much, much more! In the second segment of the show, a previously unpublished conversation from early 2022 in which J.G. spoke with friend of the show and returning guest John Duffy (co-author with Ray Nowosielski of The Watchdogs Didn't Bark: The CIA, NSA, and the Crimes of the War on Terror and the investigative documentary podcast After The Uprising: The Death Of Danyé Dion Jones) to discuss Duffy's latest docu-podcast Origins: Birth of a Pandemic, which investigates the issue of COVID and the lab leak hypothesis. In the conversation we discuss a number of topics including biolabs and biodefense, Anthony Fauci, Peter Daszak and the EcoHealth Alliance, biosafety, and much, much more!

Nolan Higdon and Mickey Huff are the featured guests as they bring us commentary on their new book, "Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management and Critical Media Literacy." The book is part textbook, part guidebook, and full of inspirational examples of people who made an effort to listen, learn, and create communication rather than disagree and walk away. Huff and Hidgon challenge us to step away from these external forces, develop critical thinking skills, and engage with others. By providing examples and clear steps to create dialogue, they show us that our democracy is dependent upon the everyday citizenry to engage and understand. We must participate to make a difference. Learn more about your ad choices. Visit megaphone.fm/adchoices

Hosted by Andrew Keen, Keen On features conversations with some of the world's leading thinkers and writers about the economic, political, and technological issues being discussed in the news, right now. In this episode, Andrew is joined by Mickey Huff, co-author of The Media and Me: A Guide to Critical Media Literacy for Young People. Mickey Huff is director of Project Censored and the president of the Media Freedom Foundation. He has edited or coedited ten volumes of in the Censored book series and contributed numerous chapters to these annuals since 2008. He has also co-authored essays on media and propaganda for other scholarly publications. He is professor of social science and history at Diablo Valley College, where he co-chairs the History Department; he is also a lecturer in the Communications Department at California State University, East Bay, and has taught Sociology of Media at Sonoma State University. Huff is executive producer and cohost of The Project Censored Show, the weekly syndicated program that originates from KPFA in Berkeley. He is a cofounding member of the Global Critical Media Literacy Project sits on the advisory board for the Media Literacy and Digital Culture graduate program at Sacred Heart University, and serves on the editorial board for the journal Secrecy and Society. Huff works with the national outreach committee of Banned Books Week, the American Library Association, and the National Coalition Against Censorship, of which Project Censored is a member. He is the critical media literacy consultant for the educational Internet startup, Tribeworthy.com, He regularly gives interviews on critical media literacy, propaganda, censorship issues, and contemporary historiography. He is a musician and composer and lives with his family in Northern California. Learn more about your ad choices. Visit megaphone.fm/adchoices

CNN Plus is a (Don) Lemon. CNN Plus is being shut down after a month. Who would have ever guessed there wasn't an earsplitting demand out there for an extra hour of Wolf Blitzer? Today's show covers the inevitable decline of streaming services from CNN Plus to Netflix. We also touch on how corporate America uses inflation to increase profits while decreasing wages. Topics: Rudy's appearance on The Masked Singer; Can Nina Turner win this time in Ohio?; Elon Musk is a Racist; Netflix crashes; Jon Stewart's new show is a ratings flop; CNN Plus shuts down after a month; The Obamas quit Spotify; Amazon pays no taxes in Europe; Julian Assange is going to be extradited to America; The Biden administration is positively giddy over the war in Ukraine WARNING: There are technical issues during The Herschenfelds and Emil Guillermo that are eventually resolved. Topics: Rudy's appearance on The Masked Singer; Can Nina Turner win this time in Ohio?; Elon Mush is a Racist; Netflix crashes; Jon Stewart's Show is a ratings flop; CNN Plus shuts down after a month; The Obamas quit Spotify; Amazon pays no taxes in Europe; Julian Assange is going to be extradited to America; The Biden administration is positively giddy over the war in Ukraine; Could "The Aristocrats" be released today?; Obama gives a speech on Democracy under assault;  Is Biden worse than Carter? Guests With Time Codes: (0:43) America's Mayor, Rudy Giuliani explains what happened last night on The Masked Singer. It might be Robert Smigel and not Rudy, we're not quite sure. (2:23) David Does the News (1:06:49) America's Mayor, Rudy Giuliani returns with a special Cameo message for Liam (1:08:55) "Ain't No Chairs" written and performed by Professor Mike Steinel (1:13:22) Quizmaster Dan Frankenberger tests our knowledge of Jack Nicholson trivia (1:29:02) Nolan Higdon (co-author of "Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy") (1:59:31) The Herschenfelds: Dr. Philip Herschenfeld (Freudian psychoanalyst), and Ethan Herschenfeld (his new comedy special "Thug, Thug Jew" is streaming on YouTube) (2:32:49) Emil Guillermo (host of the PETA Podcast, and columnist for The Asian American Legal Defense And Education Fund) We had a system failure which crashed the show halfway through. We rebooted (3:04:56)The Rev. Barry W. Lynn (Americans United for Separation of Church and State) with Dee Knight (author of "My Whirlwind Lives: Navigating Decades of Storms " A Political Memoir & Manifesto) (4:03:06)The Professors And Mary Anne: Professors Mary Anne Cummings, Ann Li, Adnan Husain and Jonathan Bick PLUS: ASMR for your eyeballs - Kitchen ASMR: Joe in Norway makes falafel with tahini sauce and cucumber tomato salad - Shop ASMR: Dave in PA shapes and sands a walnut top (5:08:55) Professor Harvey J. Kaye ("FDR on Democracy") and Alan Minsky (executive director of Progressive Democrats of America) (5:38:00) Paul Provenza, director of the Aristocrats, remembers Gilbert Gottfried

Virtually nobody trusts what they read any more. The United States ranks dead last among 46 nations surveyed in confidence in the press. Only 29% of Americans say they broadly believe what they read, see or hear in mainstream media. And more than three quarters of the public think that big outlets knowingly publish fake news. The term “fake news” first came into common usage around the 2016 election, where Clinton claimed that Trump was being buoyed by false information shared on sites like Facebook, while Trump claimed the likes of CNN and MSNBC were themselves fake news.Joining MintPress Senior Staff Writer Alan MacLeod are two guests who know the long history of fake news in America. Dr. Nolan Higdon is an author and university lecturer of history and media studies at California State University East Bay. Meanwhile, Mickey Huff is professor of social science, history and journalism at Diablo Valley College in California and the director of the critical media literacy organization Project Censored.Together, the pair have written two books: “United States of Distraction: Media Manipulation in Post-Truth America (And What We Can Do About It)” and a forthcoming work, “Let's Agree to Disagree: A Critical Thinking Guide to Communication, Conflict Management, and Critical Media Literacy.”The divisiveness of social media has been in the news recently, with former Facebook product manager Frances Haugen having claimed that the social media giant had promoted inflammatory content to its users in order to generate more revenue, despite the consequences it has on society. Huff and Higdon agreed that disinformation is a major problem, but that the most pernicious examples of it come from the most established news outlets, many of whom were integral in selling America's wars to the public.MintPress News is a fiercely independent, reader-supported outlet, with no billionaire owners or backers. You can support us by becoming a member on Patreon, bookmarking and whitelisting us, and by subscribing to our social media channels, including Twitch, YouTube, Twitter and Instagram.Subscribe to MintCast on Spotify, Apple Podcasts, and SoundCloud.Also, be sure to check out the new Behind the Headlines channel on YouTube and subscribe to rapper Lowkey's new video interview/podcast series, The Watchdog.Support the show (https://www.mintpressnews.com/donations/)

UCLA's Jeff Share and Doug Kellner help Neil and Carol understand why Critical Media Literacy is the gold standard in media literacy learning.

Today’s program focuses on the value of Critical Media Literacy, both for students and youth, and in wider public discourse. Mickey’s first guest is Alison Trope of the USC Annenberg…

Last October, Project Censored cosponsored the Critical Media Literacy Conference of the Americas, an online academic conference examining content-censorship by tech giants, among many other media issues. The proceedings of the…

October 26 through 30 was Media Literacy Week. Media scholar Nolan Higdon joined Mickey to explain why critical media literacy is an essential component of media education. Notes: This program…

What is critical media literacy? Wanna hear about some resources to support building that skill *and a critique of those sources too? Come thru for a decolonial feminist critique of @DemocracyNow and other independent media sources that I listen to w/ a grain of salt. Hope you enjoy this 2nd installation of our “Weeds & Seeds” autumn series. Hope to see ya Wednesday for some weeding! PS- Yes, this is a lil’ snippet of my book “Pulling Weeds & Planting Seeds: on Decolonial Discernment.” Make sure to cite my intellectual production if you’re inspired by these ideas & wanna share them out! Don’t steal from BIWOC- have ethics! Don’t plagiarize or my folx will come for you- thx : ) PPS- Plz help Liberation Spring on Patreon or Paypal so I can get this book published asap to support our discernment in these deadly times. Thanks fam. Patreon: https://www.patreon.com/liberationspring Paypal: https://www.paypal.com/donate/?cmd=_donations&business=liberationspring%40gmail%2ecom&lc=US&item_name=Liberation%20Spring¤cy_code=USD&bn=PP%2dDonationsBF%3abtn_donateCC_LG%2egif%3aNonHosted More at: https://liberationspring.com/

When talk turns to the health of Ireland's media, national publications and websites generally sop up much of the attention. But how are local and regional publications faring? Are we headed the same way as in the United Kingdom, where the number of regional journalists has halved in recent years? Or is the landscape sturdier here? And what, if anything, needs to change in the way we fund public interest local news? At one of the recent Banter talks at the Beatyard festival in Dún Laoghaire on 4 August, we got a panel together to talk about just that – and more. Hosted by Lois Kapila (Dublin Inquirer), the line-up included David Burke (editor, Tuam Herald), David Lynch (editor, Dundalk Democrat), and Stephanie Costello (Centre for Critical Media Literacy, DIT). 

Join April Baker-Bell, Raven Jones Stanbrough, and Sakeena Everett, the authors of “The Stories They Tell: Mainstream Media, Pedagogies of Healing, and Critical Media Literacy,” for a conversation about the ways mainstream media reinforce white supremacy and anti-blackness. The authors will also discuss how Black youth use social media as counterspaces and how critical media literacy tools can support young people in rewriting harmful narratives. Finally, they will elaborate on what responsibility English educators have to transform the status quo and counter racial injustice. The authors are joined by educator-scholars Cherise McBride and Nicole Mirra and the co-founders of Marginal Syllabus, Remi Kalir and Joe Dillon, for a discussion of the text, which is the featured article this month for Writing Our Civic Futures, which explores a range of scholarship on civic engagement and supports their web annotation at Educator Innovator.

Drew Perkins talks with University of Arkansas professor Chris Goering about his new book "Critical Media Literacy and Fake News in Post-Truth America". 

From the publication of hate speech and the promotion of hot-air controversialists, to the use of technology and social media to draw readers into an addictive diet of endless news consumption, are news organisations hurting their readers? At an event run by Dublin Inquirer, Banter and DIT’s Centre for Critical Media Literacy, a panel of experts discussed these issues and more. Have a listen.

Ivy joined Dr. Ernest Morrell in Washington D.C. at the Watergate Hotel at a Literacy Summit in October 2016 to discuss the importance of not just bringing media into classrooms but how to guide students in examining it critically. Dr. Morrell also explains how to inspire kids to love themselves as readers. He reminds us, that as educators, there is always the opportunity to reinvent.

Students interview Dr. Julie Frechette about the Global Critical Media Literacy Project for the Center for Community Media.

Julie Frechette What is Critical Media Literacy, and why is it a vital skill for students and citizens today? Peter Phillips and Mickey Huff speak with two Media Literacy scholars, who explain how the concepts apply to both old and new forms of media. Julie Frechette chairs the Department of Communications at Worcester State University in Massachusetts. Bill Yousman is director of the graduate program in Media Literacy and Education at Sacred Heart University in Fairfield, Connecticut. The post Project Censored – October 16, 2015 appeared first on KPFA.

-- On the Show:-- Allison Butler, contributor to “The Media and Me: A Guide to Critical Media Literacy for Young People,” and the Director of the Media Literacy Certificate Program at the University of Massachusetts, joins David to discuss media literacy, critical thinking, and more-- If you want to know how the rich and powerful actually control American politics, conspiracy theories aren't actually necessary to understand it-- Former President Barack Obama accurately and concisely calls out the toxic elements of the American left that get in the way of progress-- Explaining "reactionary populism" and why it's an appropriate term for many modern right wingers-- The Texas Attorney General has asked for a list of all Texas who have petitioned the state to change their sex on legal documents, a chilling revelation-- It is revealed that failed former President Donald Trump kept for himself most of the $147 million that he supposedly raised to help 2022 candidates-- Failed Arizona Republican gubernatorial candidate Kari Lake is still talking about her lawsuit to overturn the election she lost to Katie Hobbs-- Donald Trump's approval hits a 7-year low as Joe Biden's approval continues to climb-- Voicemail caller is upset that David did not review MyPillow pillows, instead leaving it to Producer Pat, who according to the caller did not do an adequate review of the pillows-- On the Bonus Show: Biden administration sues Arizona governor over attempt to fill in border wall, Elon Musk taking legal action against Twitter account tracking his private jet, Georgia Secretary of State calls for an end to runoff elections, much more...⚠️ Use code PAKMAN for a free supply of BlueChew at https://go.bluechew.com/david-pakman