This is a dissertation for a six-week action research study that investigated how self-regulated learning strategies can affect students’ perceived and demonstrated critical abilities in discussing informational media texts in the secondary ELA classroom. This dissertation examines topical research, gaps in the literature, and theoretical frameworks to justify the study. The qualitative action research study implemented a version of the Article of the Week program alongside self-regulated learning (SRL) and student-led discussion strategies to collect data on students’ self-reported levels and observed critical media literacy (CML) skills. The purpose of this study was to build upon existing research on SRL, critical media literacy, and student discussions; a key component of this research is that it includes students’ self-reported data on their perceived critical abilities. This study also sought to add scholarly research to the practice of Article of the Week. The findings are consistent with the existing literature on self-efficacy that states that repeated practice can increase self-efficacy levels. It also demonstrates the usefulness of implementing SRL strategies in the secondary ELA classroom.
","abstract_html":"<p>This is a dissertation for a six-week action research study that investigated how self-regulated learning strategies can affect students’ perceived and demonstrated critical abilities in discussing informational media texts in the secondary ELA classroom. This dissertation examines topical research, gaps in the literature, and theoretical frameworks to justify the study. The qualitative action research study implemented a version of the Article of the Week program alongside self-regulated learning (SRL) and student-led discussion strategies to collect data on students’ self-reported levels and observed critical media literacy (CML) skills. The purpose of this study was to build upon existing research on SRL, critical media literacy, and student discussions; a key component of this research is that it includes students’ self-reported data on their perceived critical abilities. This study also sought to add scholarly research to the practice of Article of the Week. The findings are consistent with the existing literature on self-efficacy that states that repeated practice can increase self-efficacy levels. It also demonstrates the usefulness of implementing SRL strategies in the secondary ELA classroom. </p>","abstract_has_math":false,"creators":["Kline, Leeanne"],"institution":null,"degree_name":"Doctor of Education in Secondary Education - English (Ed.D)","degree_level":"Dissertation","degree_discipline":"English Education","degree_department":null,"school":null,"contributors":["Jennifer Dail","Stephen Goss","Jen Wells"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-10-01T07:00:00Z","date_published":"2023-10-01T07:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["critical media literacy","secondary ELA","action research","self-efficacy","Language and Literacy Education","Literature in English, North America","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/eddsmge/16","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jennifer Dail","Stephen Goss","Jen Wells"]},{"key":"dc:creator","label":"Author","values":["Kline, Leeanne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-11-21T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Secondary Education - English (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["critical media literacy","secondary ELA","action research","self-efficacy","Language and Literacy Education","Literature in English, North America","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/eddsmge/16"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This is a dissertation for a six-week action research study that investigated how self-regulated learning strategies can affect students’ perceived and demonstrated critical abilities in discussing informational media texts in the secondary ELA classroom. This dissertation examines topical research, gaps in the literature, and theoretical frameworks to justify the study. The qualitative action research study implemented a version of the Article of the Week program alongside self-regulated learning (SRL) and student-led discussion strategies to collect data on students’ self-reported levels and observed critical media literacy (CML) skills. The purpose of this study was to build upon existing research on SRL, critical media literacy, and student discussions; a key component of this research is that it includes students’ self-reported data on their perceived critical abilities. This study also sought to add scholarly research to the practice of Article of the Week. The findings are consistent with the existing literature on self-efficacy that states that repeated practice can increase self-efficacy levels. It also demonstrates the usefulness of implementing SRL strategies in the secondary ELA classroom.
"]},{"key":"dc:title","label":"Title","values":["Improving Students’ Confidence and Competence Using Critical Media Literacy Skills in a Secondary English Language Arts Class"]}]}],"canonical_facts":{"dc:contributor":["Jennifer Dail","Stephen Goss","Jen Wells"],"dc:creator":["Kline, Leeanne"],"dc:date.available":["2023-11-21T08:00:00Z"],"dc:description.abstract":["This is a dissertation for a six-week action research study that investigated how self-regulated learning strategies can affect students’ perceived and demonstrated critical abilities in discussing informational media texts in the secondary ELA classroom. This dissertation examines topical research, gaps in the literature, and theoretical frameworks to justify the study. The qualitative action research study implemented a version of the Article of the Week program alongside self-regulated learning (SRL) and student-led discussion strategies to collect data on students’ self-reported levels and observed critical media literacy (CML) skills. The purpose of this study was to build upon existing research on SRL, critical media literacy, and student discussions; a key component of this research is that it includes students’ self-reported data on their perceived critical abilities. This study also sought to add scholarly research to the practice of Article of the Week. The findings are consistent with the existing literature on self-efficacy that states that repeated practice can increase self-efficacy levels. It also demonstrates the usefulness of implementing SRL strategies in the secondary ELA classroom.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/eddsmge/16"],"dc:subject":["critical media literacy","secondary ELA","action research","self-efficacy","Language and Literacy Education","Literature in English, North America","Secondary Education"],"dc:title":["Improving Students’ Confidence and Competence Using Critical Media Literacy Skills in a Secondary English Language Arts Class"],"thesis:degree_discipline":["English Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Secondary Education - English (Ed.D)"]},"updated_at":"2026-07-24T02:44:06Z"}