“Sounds Great, But I Don’t Have Time!” Helping Teachers Meet Their Goals and Needs

Abstract

This paper examines three strategies of parental mediation—coviewing, restrictive mediation, and active mediation—in order to make connections, challenge, and raise questions for media literacy. Coviewing, whether it is intentional practice, or whether it functions to promote media literacy, is explored. Restrictive mediation, how it connects to protectionism, and whether restriction serves as a form of media literacy is raised. Lastly, active mediation and whether it relates to an inquiry model of media literacy is discussed. The paper concludes with suggestions for future research on parental mediation and media literacy in the hopes of advancing parent media education.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 78 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.