Date of Award

Summer 2019

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Christopher Bogiages

Abstract

The growing use of social media as a source of information about important current events among high school students requires the development of new instructional strategies that promote digital media literacy. Recognizing that the use of social media varies extensively among high school students, the nature of this problem is highly context dependent. As such, the most likely approach to be successful in a given classroom is one led and enacted by teachers in their own classrooms. Therefore, the purpose of this dissertation in practice was twofold. The first purpose was to develop effective curricular materials that support digital media literacy among high school students. The second purpose was to better understand how teachers who are attempting to develop curricula for social media literacy reflect on and use student data that is generated in the classroom. Using a participatory action research (PAR) design, my participants and I engaged in a collaborative effort to design and refine a set of instructional strategies through the use of Lesson Study. Iterative cycles of development, enactment and reflection provided new insights into both teacher collaboration and student development of digital media literacy. The results of this cyclical collaborative practice led to a new digital media literacy lesson series that could be applied throughout the social studies and observational data about teacher decision making through collaborative data-driven decision making. Implications for teachers, teacher educators, and those that directly support teachers in schools are discussed.

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