This paper reports the results of an experiment on critical reading of images for high school students. The activities were designed according to the international concept of media literacy, which involves reading, content production, technical knowledge and skills to reflect on self-learning. Four workshops were held in which participants analyzed photos published in the mainstream media, produced and shared photos on Flickr, learned how to use a cloud computing image editor and reported their learning experience on individual weblogs. The results suggest that students engage with the activities, easily learn technical procedures for media content, understand concepts related to critical reading, but seem not to be able to apply the knowledge in their life outside the workshop room. They justify this difficulty by not having many opportunities to express themselves, to discuss and use creativity in everyday school life. The experience has shown that media education can potentially help to transform worn out pedagogical practices.
Media education; media literacy; photography; secondary school; critical reading
