Navigating the current pandemic requires that young people acquire an increasingly complex set of skills, such as understanding statistical data, evaluating the credibility and truthfulness of health information, analyzing the risks and benefits of a particular treatment or vaccine, and interpreting test results. An essential skill in 2021 is health media literacy.
Author: Vanessa Greenwood, Ph.D.
Health Media Literacy is an Essential 21st Century Skill
We need health media literacy as an intentional, systemic, and systematic curriculum and pedagogy in our nation’s P-16 educational system.
Health Media Literacy is a 21st Century Essential Skill
Optimal health is not just the absence of illness or disease; it is a state of complete physical, mental, and social well-being. I can’t think of anything more challenging right now, as the COVID-19 pandemic rages on. While we may be locked down temporarily, we must not lock ourselves in to the status quo of formalized schooling—including what constitutes core curriculum. Disparate times call for disparate measures, so to speak.
Navigating Media Literacy Through Disneyland [Author Interview]
In August 2020 I released my 3rd book, Navigating Media Literacy: A Pedagogical Tour of Disneyland (Myers Education Press). My C+MRC intern interviewed me about what makes…
Reimagining Post-Pandemic Schooling
by Dr. Vanessa E. Greenwood, C+MRC Founder & Director The most amazing moment of virtual reality is when you leave it, not when you’re in…
Reimagining Post-Pandemic Schooling
The impact of virtual schooling en masse will not be felt until we leave it. Like virtual reality we will not be able to truly understand learning during the pandemic until we exit our educational lockdown and return to the brick-and-mortar classroom. But it remains to be seen if and when we will ever fully return.
In this media literacy thought-piece, Dr. Vanessa E. Greenwood contemplates the Oculus Rift as an allegory for reimagining post-pandemic schooling in the United States.
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What is Media Literacy, Anyway?
Media literacy has evolved to mean different things to different people. In its simplest form, it is a critical habit of mind or a way of approaching any mediated experience to discern how it shapes human understanding.
Let’s PLAY Checkers
Rather than simply disregard information as “fake news” media literate individuals are empowered as “critical thinkers and makers, effective communicators and active citizens.” Translation: They actively engage with the media and information ecosystem by adopting the mantra: When in doubt, check it out. Folks at the COMM+MEDIA Research Collaboratory have curated a short list of fact checking web sites that will help kids and adults alike locate truth in popular news stories in the areas of politics, economics, science, and health. A game of fact checkers, anyone?
Doing Health Media Literacy
“Teen’s junk food diet caused boy to go blind.” “Even one diet soda a day may triple your risk for developing dementia.” “Dark chocolate may help prevent some forms of cancer.” These are just a few of the health news headlines (or click bait?) that we consume on a daily basis. But they rarely reflect the actual or nuanced research findings.
Indeed, health news reporters and editors must exercise precision and consideration of public interest when constructing news headlines. Yet, too frequently they (and we) fall into the fallacy of equating correlation with causation. A deeper dive into the first news story above (“Teen’s junk food diet caused boy to go blind”) uncovers the subtle yet distinct difference between “causing blindness” (the news headline) and “can lead to blindness” (language from the actual study). Additionally, these do not equate to “will lead to blindness.”
But health news reporters are not entirely at fault here. The burden is also on the shoulders of those of us who conduct research. In this case, the study is published in the Annals of Internal Medicine and titled: “Blindness Caused by a Junk Food Diet.” The researchers state as their objective “To alert clinicians of the visual complications of a diet restricted to junk food.” Which begs the question, “Is blindness the same as visual complication?” And were the pre-existing vitamin deficiencies in the 14-year-old patient entirely the result of consuming junk food or were there other health factors involved?
The nature of empirical research is complex in terms of presenting findings and then interpreting the significance of those findings. If the researchers themselves are nuanced (or unclear) in the findings and/or the implications of those research findings, then we can’t expect fidelity or additional truth when the research is translated into broadcast media messages for mass public consumption. Or can we? Read more
Health Media Literacy
“Teen’s junk food diet caused boy to go blind.” “Even one diet soda a day may triple your risk for developing dementia.” “Dark chocolate may help prevent some forms of cancer.” These are just a few of the health news headlines (or click bait?) that we consume on a daily basis. But they rarely reflect the actual or nuanced research findings.
