The New Literacy Landscape: Exploring NCTE’s Position Statement on Media Education

The New Literacy Landscape: Exploring NCTE’s Position Statement on Media Education

Tuesday, October 6 | 4:00 p.m. ET

Join NCTE for a conversation about NCTE’s 2026 Position Statement on Media Education and what it means for today’s ELA educators.

Register now!

Students encounter texts in more places and formats than ever before; from books and news articles to social media, video, and AI-generated content. How can ELA educators help students make sense of it all? The conversation will explore the statement’s four strands: Interpreting, Composing, Evaluating, and Analyzing, and how they connect to the reading, writing, and critical thinking skills educators already teach.

The team will also introduce the curriculum resources that accompany the statement and explore how educators can use them in their classrooms.

Read the full NCTE Position Statement on Media Education: NCTE Position Statement on Media Education – National Council of Teachers of English

 

Participants will:

• Understand the key ideas and four strands of NCTE’s 2026 Position Statement on Media Education: Interpreting, Composing, Evaluating, and Analyzing.
• Explore how the statement applies to media education in K-12 ELA classrooms.
• Become familiar with the curriculum resources that accompany the statement and how they can support classroom implementation.

Certificates of attendance are available upon request. Registration closes 90 minutes before the event.

Questions? Contact profdev@ncte.org

Register now!

FEATURED GUESTS

Renee Hobbs is a leading authority on media literacy education and a Professor of Communication Studies at the University of Rhode Island’s Harrington School of Communication and Media. She is the founder of the Media Education Lab, which advances media literacy education through research and community service. 

Her work helps educators expand literacy for the digital age, strengthening students’ critical thinking, digital citizenship, and ability to thoughtfully analyze and create media. She is the author of twelve books, including Media Literacy in Action and the award-winning Mind Over Media: Propaganda Education for a Digital Age. Hobbs currently serves as an Expert for the 2029 OECD PISA Media and AI Literacy Assessment.  She equips English teachers to help students take control of their media lives, reading the world critically and creating within it responsibly.

Rachel Lloyd, Ph.D., is an associate professor and chair of Education at Augsburg University, in Minneapolis, Minnesota. She taught secondary English language arts for 14 years and has been a member of NCTE and the Minnesota Council of Teachers of English since 2005.

Her research interests include secondary education, content-area literacy, literature, and media literacy, critical literacy, diverse young adult literature, dialogic classrooms, and collaborative teacher development. Dr. Lloyd also serves as co-director of Augsburg’s Paideia Program, supporting practices that foster meaningful discussion and dialogue in the classroom.