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Teachers and pupils used SMARTboard interfaces, listservs, and web resources to learn two central media literacy ideas: media constructs reality and audiences negotiate meaning in media texts. Findings indicate that elementary students can learn to read media critically, while raising issues for further research.",{"@graph":69,"@context":122},[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/the-development-of-media-literacy-among-grade-five-teachers-and-students-a-case-study/597668/",{"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/the-development-of-media-literacy-among-grade-five-teachers-and-students-a-case-study/597668.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main focus of the media literacy project in Grade 5 classrooms?","Question",{"text":112,"@type":113},"The project examined what happened during implementation of a media literacy initiative at the elementary level, highlighting what teachers and students learned about core media literacy concepts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What tools and resources were used during the eight-week pilot?",{"text":117,"@type":113},"Teachers used SMARTboard interfaces, a listserv, and web resources to teach media literacy principles.",{"name":119,"@type":110,"acceptedAnswer":120},"Which two key media literacy concepts did the authors emphasize?",{"text":121,"@type":113},"They emphasized that media construct reality and that audiences negotiate the meanings of media texts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597668,1792175356,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Canadian Journal of Learning and Technology Volume 29( 1 ) Winter / hiver, 2003  \nThe Development of Media Literacy among Grade Five Teachers and Students A Case Study  \nWinston Emery  \nRachel McCabe  \nAuthors  \nRachel McCabe is a teacher of media education at Trafalgar School for Girls, Montreal.  \nWinston Emery is associate professor of Education at the Faculty of Education, McGill University .  \nAbstract  \nThis is the first of two articles about a study of the implementation of a media literacy curriculum project in three inner city school Grade 5 's in Montreal. The authors describe what the teachers and students learned about two key Media Literacy concepts : the media construct reality and audiences negotiate the meanings of media texts . The teaching featured the use of Internet and computer technology . Their findings suggest that it is possible to teach elementary students to read media critically and raises some issues that merit further investigation: the ideology of positivism that permeates the use of technology in education; the training of media education teachers; and the factors that characterize effective media education pedagogy .  \nRésumé  \nIl s 'agit du premier de deux articles concernant une étude sur la mise en œuvre d'un projet de programme d'études d'initiation aux médias dans les classes de c inquième anné e de trois é coles du centre ville de Montré al. Les auteurs expliquent ce que les enseignants et les étudiants ont appris à propos de deux concepts clés de l'initiation aux médias : les médias construisent la ré alit é et les différents publics né gocient le sens des textes des médias . L'utilisation de l'Internet et de l'informatique faisait partie inté grante de ces cours . Les conclusions des auteurs suggè rent qu'il est possible d'enseigner, à des étudiants de classes élémentaires, à lire les médias de façon é clairé e et posent certaines questions mé ritant une recherche plus approfondie : l'idéo logie positiviste qui imprè gne toute utilisation de la technologie en pédagogie, la formation des enseignants en  \ninitiation aux médias et les facteurs qui caracté risent une pédagogie effective dans ce domaine pré cis .  \nIntroduction and Review of Literature  \nIn this article we describe and discuss what happened during the implementation of a Media Literacy project initiated by the English Montreal School Board ( EMSB) at the elementary school level. The eight week pilot project was conducted in three Grade 5 classrooms in three of the Board's inner city elementary schools . The teachers used SMARTboard interfaces, a list serv and Web resources to teach principles of Media Literacy .  \nA Multiliteracies Perspective  \nOur perspective in this discussion is one of \" multiliteracies \" ( New London Group, 1996) . Given the multiplicity of communication channels and increasing cultural and linguistic diversity, it is no longer useful to conceive of literacy as the ability to read and write print texts . A multiliteracies perspective emphasizes that negotiating these multiple linguistic and cultural differences in our society is central to being able to work, to be good citizens and to develop personally in this post modern era .  \nOur focus is on the understandings and abilities the teachers and pupils developed through using computer technology to learn about the media and to communicate . Media Literacy one of the multiliteracies is concerned with developing awareness of the impact of media on the individual and society . It includes : the ability to analyze media messages; to produce media messages; and to be critical in both positive and negative ways of the media texts encountered in everyday life ( Rother, 2000) . An important principle of Media Literacy is that since all mediated messages are constructed, readers should actively deconstruct them so that they can assess whether the messages are to be believed ( Masterman, 1985) . Such a stance treats the organization of message delivery systems a","cbCailXD1uMTCbBU","https://ap.wps.com/l/cbCailXD1uMTCbBU","pdf",561505,26,"English","# Introduction and Review of Literature\n## A Multiliteracies Perspective","[{\"question\":\"What was the main focus of the media literacy project in Grade 5 classrooms?\",\"answer\":\"The project examined what happened during implementation of a media literacy initiative at the elementary level, highlighting what teachers and students learned about core media literacy concepts.\"},{\"question\":\"What tools and resources were used during the eight-week pilot?\",\"answer\":\"Teachers used SMARTboard interfaces, a listserv, and web resources to teach media literacy principles.\"},{\"question\":\"Which two key media literacy concepts did the authors emphasize?\",\"answer\":\"They emphasized that media construct reality and that audiences negotiate the meanings of media texts.\"}]","The Development of Media Literacy among Grade Five Teachers and Students - A Case Study | PDF",1792085465,66]