Modelling Media Pedagogy in the Classroom

Several scholars advocate for integrating social media and digital platforms directly into the classroom to cultivate critical digital literacy

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Contemporary media pedagogy increasingly emphasises modelling as a core teaching strategy, moving away from traditional expert-led instruction. Several scholars advocate for integrating social media and digital platforms directly into the classroom to cultivate critical digital literacy. Talib (2018) champions an interdisciplinary approach, drawing from fields like journalism and communication studies, where instructors demonstrate critical thinking by analyzing real-world social media content, acting as curators and co-creators. Framing theory, as highlighted by Talib, provides a valuable tool for dissecting multimodal discourse.

McDougall & Potter (2015) further advocate for "porous expertise," suggesting educators model media-making as co-learners, demonstrating how to find, evaluate, remix, and publish media, empowering students to take ownership of their learning. This participatory culture shifts the focus from lecturing to collaborative exploration. Walden (2021) takes this a step further with a meta-media approach, urging educators to actively use platforms like TikTok and Instagram to model digital literacy, showcasing how platforms shape meaning and power dynamics—arguing that understanding these technologies requires direct engagement.

Finally, Gómez-Galán (2018) frames media education as the most comprehensive framework for digital literacy, advocating for modelling critical engagement with techno-media languages like algorithms and data surveillance. A related article in Screenworks (2020) highlights the importance of modelling creative screen media practices, making the creative decision-making process—from pre-production to editing—visible to students, aligning with a "learning through doing" philosophy and professional workflows. Collectively, these approaches underscore the shift towards educators as active demonstrators and facilitators, guiding students through the complexities of digital media.

Modelling Media Pedagogy in the Classroom

1. Demonstrate Critical Analysis of Social Media Content

Model how to critically evaluate social media posts by breaking down framing, tone, and purpose in real-time examples (Talib, 2018). Use popular platforms to show students how to identify bias or persuasive techniques.

2. Co-create Media Projects with Students

Rather than just instructing, work alongside students on media projects (videos, podcasts) to model the iterative creative process, including research, scripting, filming, and editing (McDougall & Potter, 2015).

3. Show Real-Time Use of Digital Platforms

Use platforms like TikTok or Instagram live in class to model how content is created, edited, and shared, highlighting how algorithms influence visibility and engagement (Walden, 2021).

4. Think Aloud When Analysing Media Texts

Verbally express your thought process while decoding film sequences, advertisements, or music videos to model metacognitive skills and critical thinking (Gómez-Galán, 2018).

5. Model Ethical and Responsible Media Production

Demonstrate how to ethically source images, music, or footage and discuss copyright, fair use, and representation to model responsible media literacy (Gómez-Galán, 2018).

6. Use ‘Porous Expertise’ to Encourage Student Autonomy

Model expert skills but encourage students to experiment and take ownership of projects, supporting a collaborative learning environment rather than a traditional teacher-led one (McDougall & Potter, 2015).

7. Make the Creative Process Visible

Share your planning notes, storyboards, or editing decisions while working on a media product to make professional workflows and decision-making explicit (Screenworks, 2020).

8. Integrate ‘Learning Through Doing’ Pedagogy

Model practical skills in camera work, editing software, or sound design by performing them live during lessons, then guide students to replicate and adapt these skills (Screenworks, 2020).

9. Reflect on Media Production Choices

After a project, model reflective practice by discussing what worked, challenges faced, and possible improvements to instil critical self-evaluation (Screenworks, 2020).

10. Use Digital Tools to Model Collaborative Media Creation

Demonstrate using online collaboration platforms (e.g., Google Drive, Trello) to plan and coordinate group media projects, modelling real-world media production workflows (McDougall & Potter, 2015).