Developing Digital Citizens-FINAL

civic issues. Media literacy—the “ability to access, analyze, evaluate, create, and act using allforms of communication”—must be a high priority in all schools.2According to recent research, many young people, despite being commonly characterized as“digital natives,” lack a range of relevant media literacy skills (Kahne & Bowyer, 2019).Research also shows that media literacy education that promotes accurate judgment of truthclaims does improve judgments of accuracy in reading online information (Kahne & Bowyer,2016).Some schools and school districts, particularly well-resourced ones, encourage teachers tointegrate media literacy education across the curriculum, offer media literacy electives, andprovide experiential learning activities; students are supported by library media specialistsand the latest technological tools. But many do not.Media literacy education and other important civic learning opportunities are lacking in manyschools in the United States. And they are not equitably available across schools; students inpoverty and students of color are less likely to get those opportunities (Kahne & Middaugh,2008). A small pilot study of New York high schools by researchers from the Center forEducational Equity (CEE) described variation across schools in students’ access to resourcesrelated to media literacy. Schools serving primarily students in poverty and students of colorhad fewer class discussions about internet safety and civility, library media centers, andlibrary media specialists than schools serving primarily white and affluent students. Therewere similar variations in access to digital media and learning technologies (Wolff & Rogers,2019). Lack of access to media literacy learning opportunities may be one factor contributingto the civic engagement gaps between socioeconomic and racial groups (Levinson, 2012).Defining Media LiteracyThe National Association for Media Literacy Education (NAMLE) and Media Literacy Now,national advocacy organizations for media literacy education, use “media literacy” as anumbrella term that covers digital literacy, information literacy, news literacy, visual literacy,and digital citizenship. To distinguish those terms, which are sometimes used as synonymsfor media literacy, Media Literacy Now (n.d.) provides these helpful definitions: Digital literacy—being technically fluent and able “to make informed decisionsabout what we do and encounter online, recognize how networked technologyaffects our behavior and our perceptions, and create and effectively communicatewith digital media tools.” (Media Smarts) Information literacy—knowing “how to find, evaluate, and use informationeffectively to solve a particular problem or make a decision.” (American LibraryAssociation)2This definition has been advanced by the National Association for Media Literacy Education(NAMLE) among others. See nitions/5

News literacy—able to “discern verified information from spin, opinion andpropaganda, and produce news accurately, fairly and responsibly.” (News LiteracyProject) Visual literacy—able to “find, interpret, evaluate, use, and create images and visualmedia such as: photographs, videos, illustrations, drawings, maps, diagrams, andadvertisements.” (American Library Association) Digital citizenship—understanding and following the “norms of safe andresponsible technology use.” (CyberwiseMedia)In short, media literacy encompasses the knowledge and skills students need to use, share,and communicate in the many media in which they are immersed.Media Literacy, Civic Readiness, and Students’ Educational RightsBecause of the link between media literacy and civic readiness, media literacy education isparticularly important in states like New York where the state constitution guarantees allstudents the right to be prepared for productive civic participation (Campaign for Fiscal Equity(CFE) v. State of New York, 2003), and state education officials are committed to this goal(New York State Education Department [NYSED], 2018). All schools must be properlyequipped and educators informed, empowered, and prepared to enable all students todevelop lifelong critical reasoning skills to engage responsibly, civilly, and safely in“deliberative dialogue” online.In this report, we focus on media literacy for effective civic participation. In keeping withour rights-based, educational-equity-oriented approach, we seek systemic issues andsolutions. As a foundation for this work, we surveyed the national media literacy educationpolicy landscape, reviewed research on best practices, and undertook a detailed analysis ofmedia literacy education policy and practice in New York State. We explored examples ofmedia literacy education taking place in pockets of activity across the state. We also focusedon equity issues and examined barriers to access to quality media literacy education. We offerinformation and recommendations to help guide school officials, policymakers, and thepublic concerned with equitably preparing all students to understand, critique, and createmedia, particularly on civic issues.Advancing Media Literacy Education Policy and PracticeMotivated educators can go online and find an abundance of useful curriculum materials andclassroom activities, trainings for teachers, and other important media literacy educationtools from a range of respected sources.3 Yet, for policymakers and school officials seeking3See, e.g., the collection of resources provided by Media Literacy Now(https://medialiteracynow.org/resources/); the resources database appended to Huguet et al., 2019;6

policies and practices that support systemic quality and equity in media literacy education, wefound little guidance and few examples of laws, regulations, or detailed policyrecommendations. This report seeks to fill those gaps and guide school officials andpolicymakers seeking to make effective media literacy education available in every school.We analyze existing state policy and practices, and explore opportunities to improve accessto essential resources for quality media literacy teaching and learning.New York State does not currently have in place explicit media literacy standards or specificrequirements that media literacy education must be part of preschool, elementary, orsecondary instruction in all schools. However, references to many of the competenciesassociated with media literacy are woven through various statutes, regulations, and standards.These partial and scattered media literacy items can form the basis for the development of aclear, cohesive media literacy framework.Recognizing the comprehensive and integral nature of media literacy, we propose a five-partframework to help guide education officials and policymakers to improve media literacylearning opportunities for all students (see Appendix B). It includes recommendations for1.2.3.4.5.Clear state standards for media literacy educationQualified personnel for teaching media literacySuitable MLE curricula and course offeringsUp-to-date facilities, instructional materials, and technologyTransparent monitoring and reporting of MLE resources and resultsIn each section of the framework, we describe the strengths and weaknesses of New York’scurrent policies, make specific recommendations for strengthening education law andregulations to advance media literacy education, and discuss the rationale behind therecommendations.4Framework to Ensure Media Literacy Education (MLE) for All Students1. Clear State Standards for Media LiteracyClear media literacy strands in state learning standards set expectations that all students mustdevelop strong media literacy skills and that all schools need to prioritize the development ofsuch skills. In addition, learning standards that include media literacy can guide teachers,library media specialists, and others to ensure students develop fluency and skilled practicesusing current media and adapt easily to new media as they evolve.and Appendix A of this report. For examples of free media literacy lessons and materials, see, e.g.,Project Look Sharp (www.projectlooksharp.org).4Our recommendations consist of the most critical actions that must be taken immediately and“follow up ” actions that need to be undertaken in the near future.7

New York State has adopted learning standards that include expectations that studentsdevelop the skills and competencies associated with media literacy. However, these medialiteracy standards are woven throughout many content areas, including English language arts(ELA), social studies, library and information skills, the arts, and technology education. As aresult, many educators lack a clear understanding of the state’s expectations for medialiteracy and its emphasis varies significantly from school to school and classroom toclassroom.RecommendationImmediate Actions Many key media literacy skills and competencies are already incorporated in existingstate standards across the curriculum. The New York State Education Department(NYSED) should compile these into a coherent set of P-12 media literacy educationstandards based on a comprehensive, current definition of media literacy thatincludes internet civility and safety. These standards should serve as an overview ofthe state’s interdisciplinary approach to media literacy education and emphasize theimportance of media literacy for civic readiness. Content-area standards should be reviewed to ensure they capture the full range ofskills and competencies research indicates is necessary for media literacy. Updated definitions of internet safety, civility, and responsibility and digitalcitizenship should be developed that address ongoing technological development andchanges in the digital practices of youth.DiscussionMany states have adopted specific learning standards related to information, digital, andmedia literacy. They are found under different headings, for example, educationaltechnology, information and technology literacy, digital literacy, library media, andcomputers and technology. A growing number of states, including Connecticut, Michigan,North Carolina, and Washington State, have adopted or adapted a set of comprehensivestandards for preparing students who are technology literate and fluent that were originallydeveloped by the International Society for Technology in Education (ISTE). The ISTEstandards include media and digital standards and are designed to prepare students “to thrivein a constantly evolving technological landscape . . . , empower student voice and ensure thatlearning is a student-driven process” (ISTE, n.d.).While New York has not adopted specific media literacy standards, as noted above, attentionto media literacy education is embedded in the state’s learning standards across the8

curriculum. To illustrate, we describe the MLE-related standards we found in each contentarea. (Additional details can be found in Appendix C.)English Language Arts (ELA)In 2017, the state adopted revised standards for ELA in grades P-12 that include importantelements of media literacy education (NYSED, 2017a). Central to the changes was therecognition that students need to develop “advanced literacies,” which are skills andcapacities that enable them to communicate “in increasingly diverse ways and withincreasingly diverse audiences” (Lesaux & Galloway, 2017, p. 1), and to understand and usetext for a range of purposes. “Text” refers not only to printed material but also to digitalmedia, speech, graphics, visual art, and video (see Table C1).Students’ reading experiences should encompass both print and digital media, and studentsshould be able to comprehend and analyze how different formats affect the presentation ofideas. As writers, students should be able to use technology to gather information and toassess each source’s credibility and accuracy. Further, they should be able to use technologyand digital tools to convey information and ideas clearly and accurately. Speaking andlistening standards also include the ability to evaluate information presented in multiplemedia and to incorporate digital media into presentations. Moreover, students are expectedto be able to adapt rapidly to new media as they may arise.Social StudiesA primary goal of social studies education in New York State is to produce civiccompetence. The Social Studies Framework offers learning standards and contentspecifications for grades K-12, and recommends using inquiry as a teaching method(NYSED, 2014).5 Two of the social studies skills to be developed are particularly relevantfor media literacy: “Gathering, Interpreting and Using Evidence,” and “Comparison andContextualization” (see Table C2). In addition, content related to media literacy isspecifically covered in grades 10 and 12. To bridge the framework and classroom practices,NYSED published a toolkit containing 84 “inquiries” or topics for student-driveninvestigation (NYSED, 2015). The ten principles underlying the toolkit include expectationsthat teachers will incorporate sources found on the internet and teach students how to assesstheir value and reliability. In addition, students should be provided with opportunities topractice engaged citizenship, and their actions should be based on understanding andassessment of information from multiple sources and perspectives.Separate standards for literacy development in history/social studies in grades 6-12 stipulateblended teaching approaches that include attention to, and practice with, digital media inboth reading and writing (NYSED, 2017c) (see Table C3). They also expect students to5The Social Studies Framework was published in two parts, K-8 and 9-12. e-k-12-social-studies-framework9

gather information from multiple sources, including digital media, assess its credibility andaccuracy, and use technology to collaborate and to produce and publish writing.Science and MathematicsThe P-12 science standards cross-reference the ELA standards (NYSED, n.d.c.). Studentsare expected to use digital tools to analyze data and to produce and publish writings; togather and evaluate information from digital and media sources; and to usemultimedia/digital media as part of scientific presentations (see Table C4). A separate set ofstandards for literacy development in science in grades 6-12 reinforces these expectations(NYSED, 2017c) (see Table C2). The P-12 mathematics standards expect students to be ableto use mathematical tools and information sources such as websites to pose or solveproblems (NYSED, 2019) (see Table C5).Computer Science and Digital FluencyThe New York State Board of Regents has provisionally approved draft K-12 standards forcomputer science and digital fluency, which includes digital literacy and digital citizenship(NYSED, 2020; see Table C6). The draft standards define digital literacy as “the ability touse digital technologies to create, research, communicate, collaborate, and share informationand work” (p. 10), while digital citizenship is an aspect of digital literacy that comprises“understanding and acting in safe, ethical, legal, and positive ways in online environments”(p. 10). Elementary-level standards for digital citizenship include describing “cyberbullyingand actions to take if cyberbullying is witnessed or experienced” (p. 54); secondary-levelstandards include designing and implementing “strategies that support safety and security ofdigital information, personal identity, property, and physical and mental health whenoperating in the digital world” (p. 54).Career and Technical Education (CTE)CTE instruction introduces students to career opportunities and requirements and helpsthem obtain technical skills, apply academic skills, and develop career-related behaviors. TheCareer Development and Occupational Studies (CDOS) standards, adopted in 2000, serve asthe framework for CTE K-12 (NYSED, 2000). Two strands within the standards,Technology and Information Management, specifically involve media literacy components(see Table C7).Separate standards for literacy development in technical subjects in grades 6-12 stipulateblended teaching approaches that include attention to, and practice with, digital media inboth reading and writing (NYSED, 2017c) (see Table C2). They also expect students to beable to gather information from multiple sources, including digital media, assess itscredibility and accuracy, and use technology such as the internet to collaborate and toproduce and publish writing.10

The ArtsSchools are required to teach the arts at the elementary, middle, and high school levels.Media arts were added to the New York Learning Standards for the Arts when they wereupdated in 2017 (NYSED, 2017) (see Table C8). The purpose of the standards is to “helpstudents grow into artistically literate citizens, who achieve well-developed creative andaesthetic capacities, as well as robust critical thinking skills, and a broad base ofcommunication skills” (NYSED, 2017b, p. 5).Information Literacy/Digital CitizenshipThe Empire State Information Fluency Continuum (ESIFC), developed by the SchoolLibrary Systems Association of New York State, though not an official state document is auseful guide that is followed by many school library media specialists and classroom teachers(Stripling, 2019). The ESIFC comprises four anchor strands, two of which are particularlyrelevant (see Table C9). “Multiple Literacies” includes media literacy and “Social and CivicResponsibility” includes digital citizenship. “Information-fluent learners” are expected to beable to use “multimedia literacy skills and knowledge to deconstruct and learn from texts inmultiple formats.” As responsible citizens, students should also “recognize the importanceof accurate information to a democratic society” and “actively seek, evaluate, learn from, anduse credible information” drawn from diverse points of view. Finally, as responsible digitalcitizens, they need to respect intellectual property rights, demonstrate “cybersafety,” andengage in positive online behavior, which includes avoiding the spread of misinformation.In addition, federal and New York State law requires instruction in topics that fall under theheading of internet safety and civility, often referred to as digital citizenship.6 The stateeducation department website links to third-party information and materials for teachingdigital citizenship and cyberbullying prevention, although some of this content is severalyears old.6The federal Children’s Internet Protection Act (CIPA), 47 CFR § 54.520, requires schools receivingfederal funding for internet access to educate students about appropriate online behavior, includingsocial media use, and cyberbullying awareness and response. The New York State Dignity for AllStudents Act (DASA) prohibits all forms of discrimination or harassment, including cyberbullying,and requires instruction in safe and responsible use of the Internet and electronic communications.New York State Education Law § 814 (Courses of Study in Internet Safety)

Media Literacy, Civic Readiness, and Students' Educational Rights 6 Advancing Media Literacy Education Policy and Practice 6 Framework to Ensure Media Literacy Education for All Students 7 1. Clear State Standards for Media Literacy 7 2. Qualified Personnel for Teaching Media Literacy 12 3. Suitable MLE Curricula and Course Offerings 16 4.