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It outlines how curiosity about contemporary issues such as misinformation, climate change, algorithms, right-to-repair, blockchain, and artificial intelligence is used to shape engagement-driven activities. Concrete assignments help situate learning in real-world contexts and strengthen students’ confidence in independently navigating information systems.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/communications-in-information-literacy-volume-18-issue-2-article-4-cognitive-apprenticeship-strategies-for-the-media-literacy-classroom/599476/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/communications-in-information-literacy-volume-18-issue-2-article-4-cognitive-apprenticeship-strategies-for-the-media-literacy-classroom/599476.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What outcomes are the instructors aiming for in students?","Question",{"text":112,"@type":113},"Students are intended to leave with transferable skills for evaluating and seeking reliable information both inside and outside the classroom.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},599476,1792088840,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":121,"read_time":135},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Communications in Information Literacy  \n\n| Volume 18  Issue 2 | Article 4 |\n| --- | --- |\n| 12-2024\u003Cbr>Cognitive Apprenticeship Strategies for the Media Literacy Classroom\u003Cbr>Nate Floyd\u003Cbr>Miami University, [floydns@miamioh.edu](floydns@miamioh.edu)\u003Cbr>Jaclyn Spraetz\u003Cbr>Miami University, [spraetj@miamioh.edu](spraetj@miamioh.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Higher Education Commons, and the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nFloyd, N., & Spraetz, J. (2024) . Cognitive Apprenticeship Strategies for the Media Literacy Classroom. Communications in Information Literacy, 18 (2), 180–197 . [https://doi.org/10.15760/](https://doi.org/10.15760/)[ ](https://doi.org/10.15760/)[comminfolit.2024.18.2.4](comminfolit.2024.18.2.4)  \nThis open access Innovative Practice is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nCognitive Apprenticeship Strategies for the Media Literacy Classroom  \nNate Floyd, Miami University  \nJaclyn Spraetz, Miami University  \nAbstract  \nInspired by the apprenticeship model of teaching and learning, two instructors report on their efforts to place current events at the center of a semester-long media and information literacy course. They discuss strategies to harness curiosity about contemporary topics (e.g., misinformation, climate change, algorithms, right-to-repair, blockchain, artificial intelligence, etc.), and create engagement-driven course content. The paper provides concrete examples of activities and assignments used to situate learning in real-world contexts and build students' confidence in navigating information independently. This case study offers insights for other educators seeking to apply cognitive apprenticeship principles to media and information literacy instruction  \nKeywords: media literacy, information literacy, cognitive apprenticeship, instructional design, pedagogy  \nInnovative Practices  \nedited by Andrea Baer, Carrieann Cahall, Robert Detmering, Carolyn Gamtso, and Merinda McLure  \nFloyd, N., & Spraetz, J. (2024). Cognitive apprenticeship strategies for the media literacy classroom. Communications in Information Literacy, 18(2), 180–197.  \nCognitive Apprenticeship Strategies for the Media Literacy Classroom  \nWe were tasked with developing a one-credit-hour, 15-week media and information literacy course titled IMS 202: Information Studies & Digital Citizenship. In designing this course, we were inspired by the cognitive apprenticeship model of teaching and learning, as described by Collins et al. (1991). This model guided our instructional approach in the classroom, enabling us to craft a course that integrated the theoretical foundations of media and information literacy with its practical applications. Our goal was to blend theoretical concepts and practical skills, enabling students to become more familiar with current information topics. This included understanding how information is produced, navigating through an overwhelming volume of information, and grasping how information influences our worldview.  \nWe encouraged students to contemplate their role in the information world and how they could best explore it during our semester together. Aligning with the cognitive apprenticeship model, our objectives were designed to convey to students that we would work collaboratively toward achieving our goals. Our aim was for the students to leave the class with transferable skills for evaluating and seeking reliable information: skills applicable both inside and outside the classroom, and throughout their lives. We involved students insetting the course goals. We r","cbCaifEhhI85Xf6U","https://ap.wps.com/l/cbCaifEhhI85Xf6U","pdf",216292,"English","# Course design and instructional goals\n## Cognitive apprenticeship framework\n## Student involvement in course planning\n# Engagement through current events\n## Contemporary topics used as learning drivers\n## Building real-world tasks and assignments\n# Context and instructor backgrounds\n## Department offering the course\n## Authors’ roles and research interests","[{\"question\":\"What outcomes are the instructors aiming for in students?\",\"answer\":\"Students are intended to leave with transferable skills for evaluating and seeking reliable information both inside and outside the classroom.\"}]","Communications in Information Literacy - Volume 18 - Issue 2 - Article 4 - Cognitive Apprenticeship Strategies for the Media Literacy Classroom | PDF",48]