Enhancing Writing as Social Situated Practice Through Critical Media Literacy

Abstract

ABSTRACT : This action-research aimed at enhancing writing as Social Situated Practice through Critical Media Literacy. It was conducted in a public school in El Carmen de Viboral, Antioquia with 29 ninth graders. Action strategies included the implementation of the 4-stage impowerment Spiral model and the 5-stage Teaching Learning cycle. Data gathering instruments included diagnosis, research memos, focus group and students’ artifacts. Findings obtained were: Unveiling format elements in media texts analysis boosted text power, taking action through writing, teaching and using the foreign language to develop activities involving CML and moving beyond surface level descriptions of authorship.