The implementation of media literacy: An analysis of the media literacy curricula of Ontario, Canada; New South Wales, Australia, and England
The purpose of this dissertation is to examine how three countries that are recognized as leaders in media literacy implement media literacy in the K-12 curriculum. The analysis gives attention to who mandates media literacy in each country, how media literacy is implemented in terms of grade levels and ages of students, expected outcomes of media literacy instruction, and how media literacy programs are assessed. Exploring the similarities and differences in the curricula of each country helps to determine whether there is some uniformity that exists in terms of implementing media literacy. Understanding how Ontario, New South Wales, and England approach the implementation of media literacy yields valuable lessons that can assist the United States in successful implementation of media literacy in the K-12 curriculum. The curriculum documents that were examined for this analysis came directly from the web sites of the educational authorities of each country. The curriculum documents that are available on the websites are the official curriculum documents. While media literacy is a mandatory part of the curricula in each country, different approaches are taken to achieve the implementation of media literacy. There is some consistency evident in that much of the media literacy instruction in each country is integrated into the Language or English curriculum. Differences can be seen in how specific those media literacy skills are in the curriculum documents and whether or not media literacy has a separate section within the study of English. This analysis provides a clearer understanding of how the implementation of media literacy is achieved in three countries that have been deemed as leaders in the media literacy movement. Understanding how these countries implement media literacy can assist the United States in making media literacy a mandatory part of the K-12 curriculum.