Higher-Order Thinking Skills HOTS-based literacy media: An innovative learning strategy to promote the secondary students’ social awareness
Abstract
In this high-technology era, students are increasingly inclined to use digital services such as Facebook, Instagram, and YouTube. Unsurprisingly, most of them are becoming more addicted to using their digital devices. Unfortunately, the accessed contents are not always suitable and reliable for their needs and ages. Therefore, they absorb all information directly without filtering the messages. This study scrutinizes the implementation of Higher-Order Thinking Skills (HOTS)-based media literacy to promote the critical social awareness of junior high school students in an EFL classroom. A case study was employed as a research design involving one eighth-grader class and one EFL teacher as participants. The data were gathered via classroom observations, interviews with the teacher and the students, and document analysis. The data were then analyzed qualitatively by referring to the principles of teaching media literacy, Higher-Order Thinking Skills, and social awareness. The findings of this study revealed that the teacher applied some principles in teaching media literacy, namely introducing general concepts, making generalizations, analyzing information, evaluating the content of information, and drawing a conclusion from the students’ actions. These principles consequently promoted the students’ critical social awareness, including emotional awareness, self-regulation, empathy, active listening, cooperation, and respect. Considering such benefits, HOTS-based media literacy can be used as an alternative learning strategy to promote the students’ critical social awareness in EFL classrooms.
References
Abosalem Y (2016). Assessment techniques and students’ Higher-Order Thinking Skills. International Journal of Secondary Education 4(1): 1–11.
Algozzine B, Hancock D (2017). Doing Case Study Research: A Practical Guide for Beginning Researchers. Teachers College Press.
Brindley S, Riga F (2009). Professional knowledge learned and professional knowledge applied: A case study of two trainee English teachers. English in Education 43(1): 68–85.
Buckingham D (2013). Beyond Technology: Children’s Learning in the Age of Digital Culture. John Wiley & Sons.
Calvani A, Fini A, Ranieri M, Picci P (2012). Are young generations in secondary school digitally competent? A study on Italian teenagers. Computers & Education 58(2): 797–807.
Cannon M, Connolly S, Parry R (2022). Media literacy, curriculum, and the rights of the child. Discourse: Studies in the Cultural Politics of Education 43(2): 322–334.
Collins R (2014). Skills for the 21st century: Teaching higher-order thinking. Curriculum & Leadership Journal 12(14).
Cresswell JW (2007). Qualitative Inquiry and Research Design: Choosing Five Qualitative Approaches to Inquiry. Sage Publications.
Csóti M (2009). Developing Children’s Social, Emotional and Behavioural Skills. Bloomsbury Publishing.
Durlak JA, Domitrovich CE, Weissberg RP, Gullotta TP (2015). Handbook of Social and Emotional Learning: Research and Practice. The Guilford Press.
Dwivedi PK, Pandey I (2013). Role of media in social awareness. Humanities & Social Sciences Reviews 1(1): 67–70.
Elder L, Paul R (2008). Critical thinking: Strategies for improving student learning. Journal of Developmental Education 32(1): 32.
Garg N, Lerner JS (2013). Sadness and consumption. Journal of Consumer Psychology 23(1): 106–113.
Grbich C (2012). Qualitative Data Analysis: An Introduction. Sage Publications.
Hamilton L, Corbett-Whittier C (2012). Using Case Study in Education Research. Sage Publications.
Hobbs R (2010). Digital and Media Literacy: A Plan of Action. A White Paper on the Digital and Media Literacy Recommendations of the Knight Commission on the Information Needs of Communities in A Democracy. ERIC.
Hobbs R, Frost R (2003). Measuring the acquisition of media-literacy skills. Reading Research Quarterly 38(3): 330–355.
Hobbs R, Jensen A (2009). The past, present, and future of media literacy education. Journal of Media Literacy Education 1(1): 1.
Hobbs R, McGee S (2014). Teaching about propaganda: An examination of the historical roots of media literacy. Journal of Media Literacy Education 6(2): 56–66.
Hobbs R, Moore DC (2013). Discovering Media Literacy: Teaching Digital Media and Popular Culture in Elementary School. Corwin Press.
Holilulloh A, Youssef BN (2020). The learning process through social media for children: The issues and challenges of children’s future. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme 2(1): 58–67.
Kellner D, Share J (2019). The Critical Media Literacy Guide: Engaging Media and Transforming Education. Brill.
Kujur F, Singh S (2017). Engaging customers through online participation in social networking sites. Asia Pacific Management Review 22(1): 16–24.
Lai ER (2011). Metacognition: A literature review. Always Learning: Pearson Research Report 24: 1–40.
Lemish D (2015). Children and Media: A Global Perspective. John Wiley & Sons.
Lerner MD, Calhoun CD, Mikami AY, De Los Reyes A (2012). Understanding parent-child social informant discrepancy in youth with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders 42(12): 2680–2692.
Livingstone S, Brake DR (2010). On the rapid rise of social networking sites: New findings and policy implications. Children & Society 24(1): 75–83.
Malik RS, Hamied FA (2014). Research Methods: A Guide for First Time Researchers. UPI Press.
Martens H, Hobbs R (2015). How media literacy supports civic engagement in a digital age. Atlantic Journal of Communication 23(2): 120–137.
Mihailidis P, Thevenin B (2013). Media literacy as a core competency for engaged citizenship in participatory democracy. American Behavioral Scientist 57(11): 1611–1622.
Moeller S, Powers E, Roberts J (2012). The world unplugged and 24 hours without media: Media literacy to develop self-awareness regarding media. Comunicar: Media Education Research Journal 20(2).
O’Neill B (2010). Media literacy and communication rights. International Communication Gazette 72(4–5): 323–338.
Pérez P, Alexánder L (2013). Unveiling social awareness through literacy practices in an EFL class. Colombian Applied Linguistics Journal 15(2): 184–204.
Pinter A (2017). Teaching Young Language Learners. Oxford University Press.
Quinlisk CC (2003). Media literacy in the ESL/ESL classroom: Reading images and cultural stories. TESOL Journal 12(3): 35–40.
Rasi P, Vuojärvi H, Rivinen S (2021). Promoting media literacy among older people: A systematic review. Adult Education Quarterly 71(1): 37–54.
Robinson OC (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology 11(1): 25–41.
Rogow F (2004). Shifting from media to literacy: One opinion on the challenges of media literacy education. American Behavioral Scientist 48(1): 30–34.
Salmon AK (2010). Tools to enhance young children’s thinking. Young Children 65(5): 26–31.
Selman RL (2003). Promotion of Social Awareness: Powerful Lessons for the Partnership of Developmental Theory and Classroom Practice. Russell Sage Foundation.
Singh G, Pandey N (2017). Role and impact of media on society: A sociological approach with respect to demonetisation. IMPACT: International Journal of Research in Humanities, Arts and Literature 5(10): 127–136.
Thamrin NR, Agustin S (2019). Conceptual variations on reading comprehension through Higher Order Thinking Skills (HOTS) strategy. English Review: Journal of English Education 7(2): 93–100.
Thoman E, Jolls T (2004). Media literacy—A national priority for a changing world. American Behavioral Scientist 48(1): 18–29.
Yeh E, Swinehart N (2020). Social media literacy in L2 environments: Navigating anonymous user-generated content. Computer Assisted Language Learning 35(8): 1731–1753. doi: 10.1080/09588221.2020.1830805
Yen TS, Halili SH (2015). Effective teaching of higher order thinking (HOT) in education. The Online Journal of Distance Education and e-Learning 3(2): 41–47.
Copyright (c) 2023 author(s)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The author(s) warrant that permission to publish the article has not been previously assigned elsewhere.
Author(s) shall retain the copyright of their work and grant the Journal/Publisher right for the first publication with the work simultaneously licensed under:
OA - Creative Commons Attribution License (CC BY 4.0). This license allows for the copying, distribution and transmission of the work, provided the correct attribution of the original creator is stated. Adaptation and remixing are also permitted.
This broad license intends to facilitate free access to, as well as the unrestricted reuse of, original works of all types.
_%E5%89%AF%E6%9C%AC1.png){kind=logo}
