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Priyadharshini Ahrumugam, Sunway University, MalaysiaAbstract
This autoethnographic study delves into an educator’s insights of using video projects to educate first year undergraduate students about Media and Information Literacy (MIL). As the 21st century is the digital age, therefore, it is essential to educate students to engage critically and to produce meaningful content in and for society. Thus, this study explores the educator’s journey in advancing students’ storytelling skills through MIL-oriented video projects. The study is underpinned by Vygotsky's Social Constructivist Theory that recognises the role of mentorship as a support in enabling students to grow into perceptive media producers in the age of information. Hence, the study is viewed from the educator’s lens, who, while navigating conceptual, technical and ethical challenges among students, also endeavours to address MIL themes of: -information credibility, audience engagement and ethical content creation. The study uses a qualitative research approach to analyse the mentoring process. Data is gathered from artifact analyses of 9 video projects that are based on a codebook using inductive approach, as well as the formative feedback from students’ voice over scripts, 43 student journal reflections in addition to mentor observations. The study findings strengthen the mentorship role in assisting students in improving their narration and adherence to MIL principles while emphasising a balance between their creative freedom and ethical considerations when producing media content. This study contributes to developing responsible future digital storytellers through transformative initiatives by educator-mentors that create a collaborative problem-solving environment, and simultaneously advancing the MIL discourse among higher education learners.
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