Critical Media Literacy in Kindergarten Teacher Training: A Case Study from Austria
DOI:
https://doi.org/10.46328/ijres.5986Keywords:
Media, Critical media literacy, Kindergarten teacher, Ideology critiqueAbstract
Given the critical role that kindergarten teachers play in fostering children’s critical reflection and analysis of media at an early age, the purpose of this study was to examine a kindergarten teacher training on digital media education to explore if critical media literacy was integrated into the teaching practices of the training. Using a post-training survey and a critical media literacy framework, the findings reveal that the critical dimension of media literacy, questioning ideology and power, was downplayed and overlooked in the training. As a result, teachers’ perspectives on media literacy and education remained the same after the training. They still view media education as merely a means to learn how to use different digital media and protect children from media dangers.
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