Co-constructing MIL in Public Senior High Schools: Harnessing the Potential of Participatory and Self-Reflexive Inquiry

Abstract

 This article aims to provide in-depth accounts of how select teachers of Media and Information Literacy (MIL) in public senior high schools engaged in a self-reflexive and participatory process of inquiry into their views, practices, and experiences in teaching MIL. Qualitative data were derived and analyzed from the series of focus group workshops with seven MIL teachers, which provided a springboard for meaningful dialogue that co-constructed their perceptions of MIL education, the institutional challenges, and the ways to address these issues. The findings illustrate the potential of participatory research in revealing their inherent knowledge, sentiments, and attitudes towards MIL and in addressing the issues that confront their MIL education setting. The paper further argues that collaborative inquiry unlocks opportunities in putting forward short- and long-term measures for enhancing the MIL in schools, such as in the post-pandemic education context. Implications for harnessing the participatory approach towards digital inclusion in MIL education are also discussed.