Digital Literacy, Media Literacy, Science Literacy, and the Problem of Microplastics in the Ocean: A First- Year Writing Media Critique

Abstract

Online discussions about science topics and the spread of misinformation have revealed the need for better digital, media, and science literacies, especially where these forms of literacy overlap. In the following case study, students in a first- year university writing course at St. Petersburg College in Florida read and viewed popular sources about a scientific subject and expressed their evaluations in a media critique. The purpose of this four- week unit was to improve their capabilities at the intersection of digital, media, and science literacies. Students were exposed to the concept and framework of media literacy and relevant analytical questions. The instructor in this case study led and observed student discussions during class meetings and gave iterative feedback on a four- phase essay drafting process. A total of 86 students over 3 semesters learned about the topic and produced critical essays comparing digital sources from popular media about the subject of microplastics in the environment. As a result, they had time to study one issue in depth and understand a scientific process. They also became more adept critical thinkers as they questioned a source’s audience, purpose, information density, and production, and reflected on creative decisions made by authors. Finally, they became more familiar with lateral reading processes purported to improve digital and media literacy skills.