The purpose of this study was to address the question: does the knowledge obtained by teachers trained in media literacy education lead to significant change in the classroom? Using the case study methodology, this study gathered full descriptions of the experiences of three specific teachers who have been trained to teach media literacy, and what happened when they returned to the classroom.
Research has indicated that media literacy education is an important teaching process that can promote critical thinking in the classroom (Tyner, 1998). However, teacher training in the area of media literacy is just at its inception, and much more is needed. Very little research has been done to find out how those teachers who have received training have been able to implement this knowledge when they return to the classroom (Flores-Koulish, 2005).
This study provides a broad contextual analysis of these three teachers' experiences as they implemented a media literacy education curriculum in their classrooms. The results of this study have implications for future teacher development.
