Volume 19 Number 16 September 25, 2018

Critical Media Literacy: A Social Semiotic Analysis and Multimodal Discourse of Corpocracy

Dan Li
University of Houston, Texas, USA

Citation: Li, D. (2018). Critical media literacy: A social semiotic analysis and multimodal discourse of corpocracy. International Journal of Education & the Arts, 19(16). Retrieved from https://doi.org/10.18113/P8ijea19n16/


Facing a wide range of mass culture as part of everyday life, art teachers have a responsibility to foster students’ critical media literacy to analyze the meanings conveyed in visual images. I use activist artist Ron English’s art as an example to assist students in deconstructing meanings presented in product packaging. Social semiotics and multimodal discourse are suggested in facilitating these processes of deconstruction to address several controversial issues presented in the packaging. The ultimate goal of analyzing/deconstructing different visual culture can foster students’ critical media literacy and facilitate their active participation in a democratic society.

Visual Abstract

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