In this thesis, Katie Barak explored critical thinking, media literacy, and the current education system in America. Critical thinking is a navigating tool that helps probe deeper into messages and question standardized ways of thinking. Considering the onslaught of messages beamed toward individuals on a daily basis, it is important that future generations be able to question, analyze, and evaluate messages. Critical thinking helps students not only probe the messages they receive, but also study their own ways of thinking, personal biases, and judgments.
Finding a method to teach critical thinking skills in secondary education is extremely important. Barak developed an intervention that furthers critical thinking and promotes media literacy, but also adheres to the benchmarks established by No Child Left Behind. The first chapter focused on the definitions of media literacy, the legislation of No Child Left Behind, and the critically thoughtful classroom. The second chapter researched teachers already combining critical thinking and media literacy within the No Child Left Behind system through personal interviews. Barak used the definition of media literacy developed in the first chapter and the teacher feedback from the second, to inform the intervention. The third chapter outlined Emerald Lens, the proposed website intervention between media literacy and No Child Left Behind. Through Emerald Lens, Barak aimed to encourage critical thinking through a website that focuses on media literacy, while adhering to current education policy.