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Alan Berry

PhD Candidate in Communication, University of Maine
Chapter Member: Maine SSN
Areas of Expertise:

Connect with Alan

About Alan

Berry's research interests include media ecology, media literacy, critical pedagogies, and critique of mass media. Overarching themes in Berry's work include media literacy education theory, practice and policy; mass media critique and media activism; and the study of media environments and human engagement. Berry was a Peace Corps Volunteer in Mali, a Fulbright researcher in Kosovo, and has a B.F.A. in Film and an M.S. in Media Studies. Berry currently serves as Maine Chapter Leader for Media Literacy Now, Board and Marketing Committee Member for the Maine Fulbright Association, and as the Graduate Media Fellow for the Maine SSN Chapter.

Contributions

In the News

Alan Berry quoted on not prescribing to the notion that there is only one way to teach media literacy, but thinking media literacy education is strongest when it’s linked to participation and activism, "Media Literacy Education in 2021: Holistic Curriculum or Fake News Spotting?" EdSurge Independent, 2021.
Alan Berry quoted on identifying the principles of journalism and how to ethically and effectively share stories and information with your community. , "Community Journalism: Basic Principles for Effective Storytelling" Young African Leaders Initiative
"Media Literacy Is Needed Now More Than Ever," Alan Berry, Opinion, Bangor Daily News, October 20, 2020.
Guest to discuss Series Promoting Media and Information Literacy on EduMedia Episode 4, Alan Berry, September 3, 2018.

Publications

"Critical race media literacy and fake news: Reframing and teaching news literacy in a racialized society" in Critical Race Media Literacy: Themes and Strategies for Media Education (Routledge, Forthcoming).

Examines current trends in media literacy education and the failure to address the racial dimensions of fake news and misinformation. Discusses a new model for teaching about racial misrepresentations in news media as forms of fake news and misinformation is explicated, as well as practical applications of the model.

"Teaching News Literacy During a Pandemic: Adapting to the Virtual Learning Environment" (with Jennifer L. Bonnet and Judith E. Rosenbaum). TMQ 9, no. 1 (2021).

Teaches news literacy during a pandemic: Adapting to the virtual learning environment. Mentions practical applications for adapting a news literacy curriculum across a variety of modalities and audiences

"Power Lines: Empowering Teens That Have Been Disempowered Through Partnerships" (with Jimmeka Anderson and Kelly Czarnecki), in Power Lines: Connecting with Teens in Urban Communities Through Media Literacy.
"Journal Of Media Literacy Education Pre-Prints" (with Judith E. Rosenbaum and Jennifer L. Bonnet). Journal of Media Literacy Education (2021).

Opportunities and constraints for teaching news literacy. Shows case study of a community news literacy program, lessons learned, and implications for the future of news literacy education.

"Beyond ‘Fake News’: Opportunities and Constraints for Teaching News Literacy" (with Judith E. Rosenbaum and Jennifer L. Bonnet). Journal Of Media Literacy Education Pre-Prints (2021).

Analyzes news literacy workshop designed from a collaborative critical media and information literacy perspective. Examines the value of deep collaboration across converging literacies, best practices for teaching news literacy in the digital age, and the constraints of 'fake news' narratives on teaching and learning.