Questions 1: How long have you been teaching?  

Ms. Chingsui: I’ve been teaching for almost 20 years.

Ms. Minyu: about 15 years.

Mr. Prester: about 10 years.

Ms. Phyllis: around 7 to 8 years.

Ms. Cloris: around 8 years.

Mr. Yuanho: This year marks my 9th year.

Ms. Kelley: almost 10 years.

Questions 2: You’ve probably heard of media literacy—how familiar are you with it?  

Ms. Chingsui: I don't completely understand media literacy.

Ms. Kelley: I’ve heard of it.

Ms. Cloris: For example, you all now see all kinds of information online. How do you interpret this information?

Mr. Yuanho: For media literacy, especially for elementary school students, the basics should involve the ability to distinguish the accuracy of the information we see online. We want students to be able to check if the information is correct because the internet offers abundant data. Recently, with AI and platforms like GPT, there’s a lot of content that seems real but might be fabricated. It can be hard to tell the difference. So, we hope that students can develop the ability to differentiate between true and false information at this stage by looking at sources carefully. In elementary school, media literacy should focus on recognizing the accuracy of information, knowing what sources can be trusted, and identifying quality materials.

Questions 3: Do you think media literacy should be taught in elementary schools? What are some important issues?  

Ms. Chingsui: This is crucial and necessary.

Mr. Prester: I think it depends on the subject because media literacy covers a wide range of topics. Some topics might not resonate with elementary students, or they might not fully understand them, so it’s important to choose subjects that are relevant to them.

Ms. Cloris: For elementary school students, media literacy should be taught. You’re already using computers and browsing the internet, right?  So, it’s important to introduce media literacy at this stage.

Ms. Minyu: As mentioned earlier, topics like copyright and distinguishing between true and false actions are essential. Social studies, for example, often involves information that needs critical thinking to assess its truthfulness, since textbooks sometimes contain inaccurate information.

Ms. Phyllis: It’s very appropriate and much needed, especially since elementary school is a critical time for students to develop critical thinking and analysis skills. It’s important to train them to differentiate between real and fake information. At this stage, they should also learn about protecting personal data and understanding privacy and safety concerns online.

Mr. Yuanho: I think media literacy is very suitable for elementary students and necessary for their development. For example, recently, in our class, we’ve been discussing age-appropriate media content. There are games and shows that kids engage with daily, like 'Demon Slayer' or 'Minions.' But some content may not be appropriate for them without adult supervision. Teaching media literacy can help them identify which content is suitable for their age and which requires adult guidance.

Questions 4: Which subjects do you think media literacy can be incorporated into at the elementary level?  

Ms. Chingsui: Each subject can integrate media literacy. 

Ms. Minyu: Especially computer classes. If you download something without the author's permission, it's illegal.

Ms. Cloris: You mentioned Chinese and Qingshan Time. These are the subjects that require media literacy.

Mr. Prester: Computer class and social studies are important because they involve interacting with others and the community.

Ms. Phyllis: I think the most suitable subject is social studies.  It helps students understand advertising, news, and social media content. It also helps them evaluate the purpose and authenticity of the information and form their own opinions. In the future, this can influence their thoughts and actions.

Mr. Yuanho: Computer classes are definitely a good fit for integrating media literacy, and I think social studies is also suitable because social studies often touches on media issues. Even though the term 'media literacy' may not always be explicitly used, it’s implicitly included in many lessons. Given the various social issues we see, we can use these issues to promote media literacy. After social studies, I think the next suitable subject for media literacy would be Chinese class. Teachers often use videos and resources that come from media. This helps students realize that media literacy is an important part of their learning.

Questions 5: What media literacy issue do you care about the most, and why?  

Ms. Minyu: It covers various topics, such as copyright protection, identifying true and false information, learning how to protect themselves learning how to protect themselves 

Ms. Phyllis: Other important topics include cyberbullying and internet etiquette, all of which are related to media literacy. This is especially important when applying their knowledge to real-world situations.

Mr. Prester: It’s important to develop good judgment skills. You need to verify the accuracy and credibility of each piece of information. 

Ms. Kelley: I believe having strong judgment skills is crucial, as there is a lot of fake news and misinformation out there. Being able to judge information helps students understand what to trust and what to be cautious about.

Questions 6: Would you be interested in attending media literacy workshops or seminars?  

Mr. Prester: It depends on the topic. If the topic isn’t practical or applicable to real life, I might not be interested in attending.

Ms. Phyllis: Since information updates so quickly nowadays, workshops can help raise awareness and critical thinking skills. I’d like to bring back useful information to my students. If I can apply what I've learned in my classes, I’d be more willing to attend.

Mr. Yuanho: If I have the time, I’d like to participate and bring back valuable insights for my students to help them understand the importance of media literacy. If they can share this knowledge with their families and friends, we can ensure that accurate information is spread.

Questions 7: What do you think is the biggest challenge in teaching media literacy to elementary students?  

Ms. Phyllis: The challenge is the limited time we have in computer class. For younger kids, their vocabulary is limited, so they need extra explanations to fully understand what we're discussing. We also faced the need for interdisciplinary cooperation—every subject needs to work together.

Ms. Cloris: Do you find it difficult when you have to read a large amount of information?

(Students: Yes.) 

So, if you're required to read longer articles—For example, if you need to find expert evidence or research supported by professionals, and also check if the article is outdated, you'll have to summarize and verify the information. This is challenging for you, right?

Ms. Kelley: It requires long-term practice, starting from elementary school, to build the skills for assessing media.  As students progress through higher grades, their ability to understand and apply these concepts will improve.

Mr. Prester: Currently, there’s no systematic approach. Many materials mention the importance of media literacy, but the concept and its application aren’t always clearly defined. 

Mr. Yuanho: As students reach higher grades, they can more quickly understand and implement media literacy. However, for younger students, we need to use simpler, more engaging materials, like videos and stories, to teach these concepts.

Questions 8: What media literacy resources are currently available for teachers, as far as you know?  

Ms. Cloris: We also have resources from the Ministry of Education and the school website, which are full of useful materials.

Ms. Phyllis: Many of you have probably played games on websites like Be Internet Awesome, did you? These games teach internet safety in an interactive way. Regarding the internet, I think the Ministry of Education’s website has good resources. 

Questions 9: Do you have any thoughts or suggestions on how media literacy is being promoted right now?  

Ms. Cloris: They provide educational materials, including interesting videos, which are suitable for elementary school students to read. I think the website Be Internet Awesome is great because it helps students to learn media literacy through games. Media literacy is like teaching students how to be good digital citizens online, just like we teach them to be good citizens in the real world. It's great to spread the concept through gaming. It's a good way. 

Mr. Yuanho: I hope this concept can be spread through different channels, not just in school but also through media campaigns on TV, social media, or even before movie trailers. Promoting in different areas makes me realize how important for both children and adults. It’s not just children who need media literacy skills—adults can be too busy to verify information. Sometimes, they feel like they've learned something new and want to share it immediately. But if the information is false, it can spread further, creating more victims. I think we can raise awareness through TV commercials, movie trailers, the internet, social media, or even advertisements on buses—these are all effective methods. 

Ms. Phyllis: The most important thing for elementary school students is that media literacy should be constructive and closely related to their daily lives. In our daily classes, beyond regular lessons, students are encouraged to observe their surroundings, reflect on their daily experiences, and consider what they learn from the news. Through this process they gradually develop media literacy skills from an early age.

Ms. Kelley: Collaboration between schools and families is essential. We need a shared understanding to effectively promote media literacy.