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Abstract
An introductory media studies course is a staple of post-secondary education. What are instructors teaching in this course, and to what extent are the principles of media literacy education being incorporated into this likely home? This article reports the findings of a small survey of instructors, who describe aspects of their course content and pedagogy. Media literacy appears to provide a basic foundation in most cases, though instructors struggle with structural constraints. Findings suggest that more focus should be placed on teaching the political and economic contexts of media, and that instructors should embrace active learning and creative engagement.
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