Media Literacy Classroom Experience

Informing the Youth: a school podcast

Technnical Secondary School No. 30 Ing. Alejandro Guillot Shiaffino, CDMX, G.A.M borough Show map
“Informing the Youth” is an educational experience in which secondary students work in communicational media to make a podcast that reflects their impressions and criticism on the topic: Do radio contents reflect society?.


Though this experience started with a call made by the Federal Telecommunications Institute for the competition My School Online - Developing Media Competences, it became a permanent project for our educational community, since it promotes critical and reflective thinking on the media and encourages the capacity to think, analyze and judge as information consumers and media users.


Informing the Youth was not a fleeting podcast: it continues with more programs, inviting students and teachers to participate in recordings and to contribute with ideas and opinions, leaving their imprint on the community that listens to them during recess.
In 2022 seven programs were broadcast in the school and on social media.
This type of work reveals hidden as well as evident needs. Each student is unique and has a different life story, but participating in this activity makes them change their environment or reflect upon their needs concerning diverse aspects of life, which they hadn’t considered in a more practical, analytical or playful way in their school environment.

Editing the podcast in class.


Encourage critical thinking about information management

The information search for the project had to be very meticulous: reading, comparing, discarding collected information, identifying reliable and unreliable sources.

Awaken the management of digital citizenship

Students contribute based on their perspective for a change, reflecting on what they get and what they would like to get from the radio; they also raise their voices emphasizing their rights as listeners and making content proposals.

Learn to work collaboratively

Work in groups with classes of different levels.

Encourage assertive communication

Develop linguistic, digital, civic, personal and social competences.

Didactic sequence


Presentation of the proposal

Invite students to investigate the different topics and formats. There were four topics proposed: "what music do I listen to", "what would I like to hear on the media", "what do I think about information on the media", and "do radio contents reflect society"?

Selection of topics

This stage is about selecting topics and formats for the podcast. In this case they chose: "Do radio contents reflect society"?


Students collaboratively made a schedule of activities that included responsible people, research topics, deadlines, etc.

Podcast recording

Each one creates their capsule: debate, development, edition. The key is to issue reasoned opinions and to share useful information about the selected topic. In this case, the information had to respond to what radio contents had been analyzed and what kind of society was in mind when answering whether these contents reflected society.

Dissemination and assessment

Presentation of the final project at the school and on social media. There was also group feedback.

Assessment and conclusions


This activity, which differs from the ones students usually experiment with in class, helped them develop, personally and as a group, their cognitive and intellectual potential.
The barriers that divide school grades were broken so that different classes could work together. Students felt like part of the same community despite the age differences.
Have the support of institutional authorities.

Things to improve

Accomplish an interdisciplinary project to enrich the process.
Everyone at school should know how to manage technological tools; only a few students understand how to use them.
Students did a diagnostic assessment to check how much they knew about radio content and how much it reflects society. Then they carried out a formative assessment, a self-assessment, a peer assessment and a co-evaluation.

Take this experience to your classroom!

Tips to adapt the experience to your classroom



Students by showing them how society requires us to be upated and work on media-related issues.

Letting students propose

And consider their proposals will get them more interested. Avoid imposing topics on them.


Enedina Mónica Velázquez Mendoza

Born in Mexico City, she has a BA in Journalism and Collective Communication from the UNAM and an MA (2012) in Education and Innovation from Tecnológico de Monterrey. She started teaching in 1997 at Fundación Azteca, where she taught Spanish at secondary level, and two years later she became Sub Headmistress. In 2001 she was Headmistress at Michael Faraday private school. In 2003 she came back to teaching Spanish at Justo Sierra secondary school and years later she gave a Reading and Writing Workshop in the school where she currently works. In 2005 she started working for SEP (Mexican Secretariat of Public Education) at the technical school Técnica89 and in 2010 changed to Técnica 30, where she works at present. In 2020 she recorded 25 programs for “Learning at Home” from SEP, which was aimed at students who were taking distance classes. She loves teaching and learning with her students, and every class she becomes one of them to embark on the path of learning.
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