Evidence-Based Approaches to Teaching Critical Media Literacy in the Age of Misinformation

Abstract

This paper examines evidence-based pedagogical approaches for developing critical media literacy skills in contemporary educational contexts characterized by pervasive misinformation. Through a systematic review of theoretical frameworks and empirical studies, this research addresses the question: How can evidence-based pedagogical approaches effectively develop critical media literacy skills among students in the current misinformation landscape? The analysis reveals four primary evidence-based approaches that demonstrate efficacy: (1) cognitive inoculation techniques, (2) guided inquiry and problem-based learning, (3) multimodal production-centered pedagogies, and (4) scaffolded social media analysis frameworks. These approaches collectively foster students' abilities to identify, evaluate, and respond to misinformation while promoting authentic content creation. The paper concludes that effective critical media literacy education requires interconnected competencies development, authentic learning experiences, and adaptable frameworks that respond to evolving media landscapes. Implications for educational policy, teacher preparation, and curriculum development are discussed, highlighting the need for sustained, integrated approaches rather than isolated interventions.