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Abstract

                   This article aims to reflectinteresting parts of the findingsfrom A Study of Teachers’ Awareness and Knowledge of Students’ Media Literacy in Prathumthani, as well as analyzing limitations that obstruct the efficiency of media literacy teaching.
                   Teachers’ responses reveal two vital issues that obstruct efficiencyof media literacy teaching. To illustrate it more clearly, findingindicates that teachers build awareness and knowledge of media literacy only through direct experiences; for example, they see the need of their students’ media literacy through problems when children consuming too much media. Apart from that, they also build their media literacy knowledge only by sharing ideas with colleagues. Additionally, the lack of knowledge structure of the media is another limitation that teachers in Prathumthani mostly agree. The latter issue is very important for the teachers since gaining basic knowledge of media structure is a strong foundation in adding up both well-rounded knowledge and skills in teaching media literacy.
                  From the findingsgathered and the analysis above, the article would like to provide some suggestions which could help lessen those limitations.
                  1. Teachers must have media knowledge structure and media literacy skills which include analysis, interpretation, evaluation, critical thinking and cognitive process. These knowledge and skills would help guide the teachers integrate the teaching process of students’ media literacy more efficiently
                  2. Governmental sectors or related organizations should issue concrete policy in providing knowledge and skills of media literacy for school teachers continuously.
                  3. Teachers should integrate media literacy skills through life skills in order to convey well-rounded knowledge and skills to their students. 
                  4. School administrators should evaluate teachers’ knowledge and skills of media literacy in tangible manners.