Abstract
Media literacy is the ability to access, analyze, evaluate, and communicate messages in a wide variety of forms. This understanding of literacy responds to the demands of civic and cultural involvement in an increasingly global and technologically advanced world. "Like literacy, in general, media literacy includes both receptive and productive dimensions, encompassing critical analysis and communication skills, predominantly in relationship to mass media, popular culture, and digital media." Many teachers are hesitant to teach current events through media due to the demands of curriculum coverage. "As a result, young people may not learn how to engage productively with the issues and events that relate to our political system today and will continue to do so in the future." Teachers can make the social studies classroom a safe place where students can establish a foundation for civic awareness and inquiry. Incorporating current events into the curriculum helps students build language skills, vocabulary, reading comprehension, critical thinking, problem solving, oral expression, and listening skills. Additionally, students can understand the importance of people, events, and issues in the media and pay attention to the news they see and hear outside of school. This article describes a process for engaging students in democratic practice through the discussion of current and often controversial events. Using media literacy, deliberative discussion, and action civics, the authors explain how teachers can effectively incorporate current events into their classroom instruction in a process called "building bridges." This kind of teaching promotes powerful social studies and participatory citizenship that adheres to the College, Career, and Civic Life (C3) Framework.