Media literacy
Encyclopedia
Media literacy is a repertoire of competences that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and forms.
, censorship
, and bias
in news and public affairs programming (and the reasons for these). Media literacy education may explore how structural features—such as media ownership, or its funding model -- affect the information presented.
Media literate people should be skillful creators and producers of media messages, both to facilitate understanding of the specific qualities of each medium, as well as to create independent media
and participate as active citizens. Media literacy can be seen as contributing to an expanded conceptualization of literacy, treating mass media, popular culture and digital media as new types of 'texts' that require analysis and evaluation. By transforming the process of media consumption into an active and critical process, people gain greater awareness of the potential for misrepresentation and manipulation (especially through commercials and public relations
techniques), and understand the role of mass media and participatory media in constructing views of reality.
Media literacy education is sometimes conceptualized as a way to address the negative dimensions of mass media, popular culture and digital media, including media violence, gender and racial stereotypes, the sexualization of children, and concerns about loss of privacy, cyberbullying and Internet predators. By building knowledge and competencies in using media and technology, media literacy education may provide a type of protection to children and young by helping them make good choices in their media consumption habits, and patterns of usage.
, Australia
, South Africa
, Canada
, the United States
, with a growing interest in the Netherlands
, Italy
, Greece
, Austria
, Switzerland
, India
, Russia
and among many other nations. UNESCO has played an important role in supporting media and information literacy by encouraging the development of national information and media literacy policies, including in education UNESCO has developed training resources to help teachers integrate information and media literacy into their teaching and provide them with appropriate pedagogical methods and curricula.
and John Hartley
who helped develop Australian media and cultural studies. During the 1980s and 1990s, Western Australians Robyn Quin and Barrie MacMahon wrote seminal text books such as Real Images, translating many complex media theories into classroom appropriate learning frameworks. In most Australian states, media is one of five strands of the Arts Key Learning Area and includes "essential learnings" or "outcomes" listed for various stages of development. At the senior level (years 11 and 12), several states offer Media Studies as an elective. For example, many Queensland schools offer Film, Television and New Media, while Victorian schools offer VCE Media. Media education is supported by the teacher professional association Australian Teachers of Media
which publishes a range of resources and the excellent Screen Education.
, the increasing demand for Media Education has evolved from the dismantling of apartheid and the 1994 democratic elections. The first national Media Education conference in South Africa was actually held in 1990 and the new national curriculum has been in the writing stages since 1997. Since this curriculum strives to reflect the values and principles of a democratic society there seems to be an opportunity for critical literacy and Media Education in Languages and Culture courses.
until the 1990s. Media education has been compulsory in Sweden
since 1980 and in Denmark
since 1970. In both these countries, media education evolved in the 1980s and 1990s as media education gradually moved away from moralizing attitudes towards an approach that is more searching and pupil-centered. In 1994, the Danish education bill gave recognition to media education but it is still not an integrated part of the school. The focus in Denmark seems to be on information technology.
France
has taught film from the inception of the medium, but it has only been recently that conferences and media courses for teachers have been organized with the inclusion of media production. Germany
saw theoretical publications on media literacy in the 1970s and 1980s, with a growing interest for media education inside and outside the educational system in the 80s and 90s. In the Netherlands media literacy was placed in the agenda by the Dutch government in 2006 as an important subject for the Dutch society. In April, 2008, an official center has been created (mediawijsheid expertisecentrum = medialiteracy expertisecenter) by the Dutch government. This center is more a network organization existing out of different partners who have their own expertise with the subject of media education. The idea is that media education will become a part of the official curriculum.
The history of media education in Russia
goes back to the 1920s. The first attempts to instruct in media education (on the press and film materials, with the vigorous emphasis on the communist ideology) appeared in the 1920s but were stopped by Joseph Stalin
’s repressions. The end of the 1950s - the beginning of the 1960s was the time of the revival of media education in secondary schools, universities, after-school children centers (Moscow
, Saint Petersburg
, Voronezh
, Samara
, Kurgan
, Tver
, Rostov on Don, Taganrog
, Novosibirsk
, Ekaterinburg, etc.), the revival of media education seminars and conferences for the teachers. During the time when the intensive rethinking of media education approaches was on the upgrade in the Western hemisphere, in Russia of the 1970s–1980s media education was still developing within the aesthetic concept. Among the important achievements of 1970s-1990s one can recall the first official programs of film and media education, published by Ministry of Education, increasing interest of Ph.D. to media education, experimental theoretic and practical work on media education by O.Baranov (Tver), S.Penzin (Voronezh), G.Polichko, U.Rabinovich (Kurgan), Y.Usov (Moscow), Aleksandr Fyodorov
(Taganrog), A.Sharikov (Moscow) and others. The important events in media education development in Russia
are the registration of the new specialization (since 2002) for the pedagogical universities – ‘Media Education’ (№ 03.13.30), and the launch of a new academic journal ‘Media Education’ (since January 2005), partly sponsored by the ICOS UNESCO
‘Information for All’. Additionally, the Internet sites of Russian Association for Film and Media Education (English and Russian versions) were created. Taking into account the fact that UNESCO defines media education as the priority field of the cultural educational development in the 21st century, media literacy has good prospects in Russia.
, the beginnings of a formalized approach to media literacy as a topic of education is often attributed to the 1978 formation of the Ontario-based Association for Media Literacy (AML). Before that time, instruction in media education was usually the purview of individual teachers and practitioners. Canada
was the first country in North America to require media literacy in the school curriculum. Every province has mandated media education in its curriculum. For example, the new curriculum of Quebec mandates media literacy from Grade 1 until final year of secondary school (Secondary V). The launching of media education in Canada came about for two reasons. One reason was the concern about the pervasiveness of American popular culture and the other was the education system-driven necessity of contexts for new educational paradigms. Canadian communication scholar Marshall McLuhan ignited the North American educational movement for media literacy in the 1950s and 1960s. Two of Canada's leaders in Media Literacy and Media Education are Barry Duncan and John Pungente. Duncan is now retired from classroom teaching but is still active in media education. Pungente is a Jesuit priest who has promoted media literacy since the early 1960s.
Media Awareness Network (MNet), a Canadian non-profit media education organization, hosts a Web site which contains hundreds of free lesson plans to help teachers integrate media into the classroom. MNet also has created award-winning educational games on media education topics, several of which are available free from the site, and has also conducted original research on media issues, most notable the study Young Canadians in a Wired World. MNet also hosts the Talk Media Blog, a regular column on media education issues.
Media literacy education began to appear in state English education curriculum frameworks by the early 1990s as a result of increased awareness in the central role of visual, electronic and digital media in the context of contemporary culture. Nearly all 50 states have language that supports media literacy in state curriculum frameworks. In 2004, Montana developed educational standards around media literacy that students are required to be competent in by grades 4, 8, and 12. Additionally, an increasing number of school districts have begun to develop school-wide programs, elective courses, and other after-school opportunities for media analysis and production.
Media literacy education is now gaining momentum in the United States because of the increased emphasis on 21st century literacy, which now incorporates media and information literacy, collaboration and problem-solving skills, and emphasis on the social responsibilities of communication. More than 600 educators are members of the National Association for Media Literacy Education (NAMLE), a national membership group that hosts a bi-annual conference. In 2009, this group developed an influential policy document, the Core Principles of Media Literacy Education in the United States. It states, "The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world. Principles include: (1) Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create; (2) Media Literacy Education expands the concept of literacy in all forms of media (i.e., reading and writing); (3) Media Literacy Education builds and reinforces skills for learners of all ages. Like print literacy, those skills necessitate integrated, interactive, and repeated practice; (4) Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society; (5) Media Literacy Education recognizes that media are a part of culture and
function as agents of socialization; and (6) Media Literacy Education affirms that people use their individual skills,
beliefs and experiences to construct their own meanings from media messages.
In the United States, various stakeholders struggle over nuances of meaning associated with the conceptualization of the practice on media literacy education. Educational scholars may use the term critical media literacy to emphasize the exploration of power and ideology in media analysis. Other scholars may use terms like new media literacy to emphasize the application of media literacy to user-generated content or 21st century literacy to emphasize the use of technology tools. As far back as 2001, the Action Coalition for Media Education (ACME) split from the main media literacy organization as the result of debate about whether or not the media industry should support the growth of media literacy education in the United States. Renee Hobbs
of Temple University in Philadelphia wrote about this general question as one of the "Seven Great Debates" in media literacy education in an influential 1998 Journal of Communication article.
The media industry has supported media literacy education in the United States. Make Media Matter is one of the many blogs (an “interactive forum”) the Independent Film Channel features as a way for individuals to assess the role media plays in society and the world. The television program, The Media Project, offers a critical look at the state of news media in contemporary society. During the 1990s, the Discovery Channel supported the implementation of Assignment: Media Literacy, a statewide educational initiative for K-12 students developed in collaboration with the Maryland State Board of Education.
Because of the decentralized nature of the education system in a country with 70 million children now in public or private schools, media literacy education develops as the result of groups of advocates in school districts, states or regions who lobby for its inclusion in the curriculum. There is no central authority making nationwide curriculum recommendations and each of the fifty states has numerous school districts, each of which operates with a great degree of independence from one another. However, most U.S. states include media literacy in health education, with an emphasis on understanding environmental influences on health decision-making. Tobacco and alcohol advertising are frequently targeted as objects for "deconstruction, " which is one of the instructional methods of media literacy education. This resulted from an emphasis on media literacy generated by the Clinton White House. The Office of National Drug Control Policy (ONDCP) held a series of conferences in 1996 and 1997 which brought greater awareness of media literacy education as a promising practice in health and substance abuse prevention education. The medical and public health community now recognizes the media as a cultural environmental influence on health and sees media literacy education as a strategy to support the development of healthy behavior.
Interdisciplinary scholarship in media literacy education is emerging. In 2009, a scholarly journal was launched, the Journal of Media Literacy Education, to support the work of scholars and practitioners in the field. Universities such as Appalachian State University
, Columbia University
, Ithaca College
, New York University
, the University of Texas-Austin, Temple University
, and the University of Maryland
offer courses and summer institutes in media literacy for pre-service teachers and graduate students. Brigham Young University
offers a graduate program in media education specifically for inservice teachers. The Salzburg Academy for Media and Global Change is another institution that educates students and professionals from around the world the importance of being literate about the media.
Education
Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask questions about what they watch, hear, and read. Media literacy education provides tools to help people critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop creative skills in making their own media messages. Critical analysis can include identifying author, purpose and point of view, examining construction techniques and genres, examining patterns of media representation, and detecting propagandaPropaganda
Propaganda is a form of communication that is aimed at influencing the attitude of a community toward some cause or position so as to benefit oneself or one's group....
, censorship
Censorship
thumb|[[Book burning]] following the [[1973 Chilean coup d'état|1973 coup]] that installed the [[Military government of Chile |Pinochet regime]] in Chile...
, and bias
Media bias
Media bias refers to the bias of journalists and news producers within the mass media in the selection of events and stories that are reported and how they are covered. The term "media bias" implies a pervasive or widespread bias contravening the standards of journalism, rather than the...
in news and public affairs programming (and the reasons for these). Media literacy education may explore how structural features—such as media ownership, or its funding model -- affect the information presented.
Media literate people should be skillful creators and producers of media messages, both to facilitate understanding of the specific qualities of each medium, as well as to create independent media
Citizen media
The term citizen media refers to forms of content produced by private citizens who are otherwise not professional journalists. Citizen journalism, participatory media and democratic media are related principles.-Principles of citizen media:...
and participate as active citizens. Media literacy can be seen as contributing to an expanded conceptualization of literacy, treating mass media, popular culture and digital media as new types of 'texts' that require analysis and evaluation. By transforming the process of media consumption into an active and critical process, people gain greater awareness of the potential for misrepresentation and manipulation (especially through commercials and public relations
Public relations
Public relations is the actions of a corporation, store, government, individual, etc., in promoting goodwill between itself and the public, the community, employees, customers, etc....
techniques), and understand the role of mass media and participatory media in constructing views of reality.
Media literacy education is sometimes conceptualized as a way to address the negative dimensions of mass media, popular culture and digital media, including media violence, gender and racial stereotypes, the sexualization of children, and concerns about loss of privacy, cyberbullying and Internet predators. By building knowledge and competencies in using media and technology, media literacy education may provide a type of protection to children and young by helping them make good choices in their media consumption habits, and patterns of usage.
History
Media literacy education is actively focused on the instructional methods and pedagogy of media literacy, integrating theoretical and critical frameworks rising from constructivist learning theory, media studies and cultural studies scholarship. This work has arisen from a legacy of media and technology use in education throughout the 20th century and the emergence of cross-disciplinary work at the intersections of scholarly work in media studies and education. Voices of Media Literacy, a project of the Center for Media Literacy representing first-person interviews with media literacy pioneers active prior to 1990 in English-speaking countries, provides historical context for the rise of the media literacy field and is available at http://www.medialit.org/voices-media-literacy-international-pioneers-speak Media education is developing in Great BritainGreat Britain
Great Britain or Britain is an island situated to the northwest of Continental Europe. It is the ninth largest island in the world, and the largest European island, as well as the largest of the British Isles...
, Australia
Australia
Australia , officially the Commonwealth of Australia, is a country in the Southern Hemisphere comprising the mainland of the Australian continent, the island of Tasmania, and numerous smaller islands in the Indian and Pacific Oceans. It is the world's sixth-largest country by total area...
, South Africa
South Africa
The Republic of South Africa is a country in southern Africa. Located at the southern tip of Africa, it is divided into nine provinces, with of coastline on the Atlantic and Indian oceans...
, Canada
Canada
Canada is a North American country consisting of ten provinces and three territories. Located in the northern part of the continent, it extends from the Atlantic Ocean in the east to the Pacific Ocean in the west, and northward into the Arctic Ocean...
, the United States
United States
The United States of America is a federal constitutional republic comprising fifty states and a federal district...
, with a growing interest in the Netherlands
Netherlands
The Netherlands is a constituent country of the Kingdom of the Netherlands, located mainly in North-West Europe and with several islands in the Caribbean. Mainland Netherlands borders the North Sea to the north and west, Belgium to the south, and Germany to the east, and shares maritime borders...
, Italy
Italy
Italy , officially the Italian Republic languages]] under the European Charter for Regional or Minority Languages. In each of these, Italy's official name is as follows:;;;;;;;;), is a unitary parliamentary republic in South-Central Europe. To the north it borders France, Switzerland, Austria and...
, Greece
Greece
Greece , officially the Hellenic Republic , and historically Hellas or the Republic of Greece in English, is a country in southeastern Europe....
, Austria
Austria
Austria , officially the Republic of Austria , is a landlocked country of roughly 8.4 million people in Central Europe. It is bordered by the Czech Republic and Germany to the north, Slovakia and Hungary to the east, Slovenia and Italy to the south, and Switzerland and Liechtenstein to the...
, Switzerland
Switzerland
Switzerland name of one of the Swiss cantons. ; ; ; or ), in its full name the Swiss Confederation , is a federal republic consisting of 26 cantons, with Bern as the seat of the federal authorities. The country is situated in Western Europe,Or Central Europe depending on the definition....
, India
India
India , officially the Republic of India , is a country in South Asia. It is the seventh-largest country by geographical area, the second-most populous country with over 1.2 billion people, and the most populous democracy in the world...
, Russia
Russia
Russia or , officially known as both Russia and the Russian Federation , is a country in northern Eurasia. It is a federal semi-presidential republic, comprising 83 federal subjects...
and among many other nations. UNESCO has played an important role in supporting media and information literacy by encouraging the development of national information and media literacy policies, including in education UNESCO has developed training resources to help teachers integrate information and media literacy into their teaching and provide them with appropriate pedagogical methods and curricula.
United Kingdom
Education for what is now termed media literacy has been developing in the UK since at least the 1930s. In the 1960s, there was a paradigm shift in the field of media literacy to emphasize working within popular culture rather than trying to convince people that popular culture was primarily destructive. This was known as the popular arts paradigm. In the 1970s, there came a recognition that the ideological power of the media was tied to the naturalization of the image. Constructed messages were being passed off as natural ones. The focus of media literacy also shifted to the consumption of images and representations, also known as the representational paradigm. Development has gathered pace since the 1970s when the first formal courses in Film Studies and, later, Media Studies, were established as options for young people in the 14-19 age range: over 100,000 students (about 5% of this age range) now take these courses annually. Scotland has always had a separate education system from the rest of the UK and began to develop policies for media education in the 1980s. In England, the creation of the National Curriculum in 1990 included some limited requirements for teaching about the media as part of English. The UK is widely regarded as a leader in the development of education for media literacy. Key agencies that have been involved in this development include the British Film Institute, the English and Media Centre Film Education and the Centre for the Study of Children, Youth and Media at the Institute of Education, London.Australia
In Australia, media education was influenced by developments in Britain related to the inoculation, popular arts and demystification approaches. Key theorists who influenced Australian media education were Graeme TurnerGraeme Turner
Graeme Turner is an Australian professor of Cultural Studies at the University of Queensland, Federation Fellow, Past President of the Australian Academy of the Humanities, Director of the Centre for Critical and Cultural Studies, and Convenor of the ARC Cultural Research Network.Turner gained a...
and John Hartley
John Hartley (academic)
John Hartley is an ARC Federation Fellow and a Distinguished Professor at the Queensland University of Technology, where he is Research Director of the ARC Centre of Excellence in Creative Industries and Innovation. He was Foundation Dean of the Creative Industries Faculty at QUT, and before that...
who helped develop Australian media and cultural studies. During the 1980s and 1990s, Western Australians Robyn Quin and Barrie MacMahon wrote seminal text books such as Real Images, translating many complex media theories into classroom appropriate learning frameworks. In most Australian states, media is one of five strands of the Arts Key Learning Area and includes "essential learnings" or "outcomes" listed for various stages of development. At the senior level (years 11 and 12), several states offer Media Studies as an elective. For example, many Queensland schools offer Film, Television and New Media, while Victorian schools offer VCE Media. Media education is supported by the teacher professional association Australian Teachers of Media
Australian Teachers of Media
The Australian Teachers Of Media or ATOM is an independent, non-profit, professional association in Australia for teachers of media and teachers who wish to use media effectively in their classroom....
which publishes a range of resources and the excellent Screen Education.
Africa
In South AfricaSouth Africa
The Republic of South Africa is a country in southern Africa. Located at the southern tip of Africa, it is divided into nine provinces, with of coastline on the Atlantic and Indian oceans...
, the increasing demand for Media Education has evolved from the dismantling of apartheid and the 1994 democratic elections. The first national Media Education conference in South Africa was actually held in 1990 and the new national curriculum has been in the writing stages since 1997. Since this curriculum strives to reflect the values and principles of a democratic society there seems to be an opportunity for critical literacy and Media Education in Languages and Culture courses.
Europe
In areas of Europe, media education has seen many different forms. Media education was introduced into the Finnish elementary curriculum in 1970 and into high schools in 1977. But the media education we know today did not evolve in FinlandFinland
Finland , officially the Republic of Finland, is a Nordic country situated in the Fennoscandian region of Northern Europe. It is bordered by Sweden in the west, Norway in the north and Russia in the east, while Estonia lies to its south across the Gulf of Finland.Around 5.4 million people reside...
until the 1990s. Media education has been compulsory in Sweden
Sweden
Sweden , officially the Kingdom of Sweden , is a Nordic country on the Scandinavian Peninsula in Northern Europe. Sweden borders with Norway and Finland and is connected to Denmark by a bridge-tunnel across the Öresund....
since 1980 and in Denmark
Denmark
Denmark is a Scandinavian country in Northern Europe. The countries of Denmark and Greenland, as well as the Faroe Islands, constitute the Kingdom of Denmark . It is the southernmost of the Nordic countries, southwest of Sweden and south of Norway, and bordered to the south by Germany. Denmark...
since 1970. In both these countries, media education evolved in the 1980s and 1990s as media education gradually moved away from moralizing attitudes towards an approach that is more searching and pupil-centered. In 1994, the Danish education bill gave recognition to media education but it is still not an integrated part of the school. The focus in Denmark seems to be on information technology.
France
France
The French Republic , The French Republic , The French Republic , (commonly known as France , is a unitary semi-presidential republic in Western Europe with several overseas territories and islands located on other continents and in the Indian, Pacific, and Atlantic oceans. Metropolitan France...
has taught film from the inception of the medium, but it has only been recently that conferences and media courses for teachers have been organized with the inclusion of media production. Germany
Germany
Germany , officially the Federal Republic of Germany , is a federal parliamentary republic in Europe. The country consists of 16 states while the capital and largest city is Berlin. Germany covers an area of 357,021 km2 and has a largely temperate seasonal climate...
saw theoretical publications on media literacy in the 1970s and 1980s, with a growing interest for media education inside and outside the educational system in the 80s and 90s. In the Netherlands media literacy was placed in the agenda by the Dutch government in 2006 as an important subject for the Dutch society. In April, 2008, an official center has been created (mediawijsheid expertisecentrum = medialiteracy expertisecenter) by the Dutch government. This center is more a network organization existing out of different partners who have their own expertise with the subject of media education. The idea is that media education will become a part of the official curriculum.
The history of media education in Russia
Russia
Russia or , officially known as both Russia and the Russian Federation , is a country in northern Eurasia. It is a federal semi-presidential republic, comprising 83 federal subjects...
goes back to the 1920s. The first attempts to instruct in media education (on the press and film materials, with the vigorous emphasis on the communist ideology) appeared in the 1920s but were stopped by Joseph Stalin
Joseph Stalin
Joseph Vissarionovich Stalin was the Premier of the Soviet Union from 6 May 1941 to 5 March 1953. He was among the Bolshevik revolutionaries who brought about the October Revolution and had held the position of first General Secretary of the Communist Party of the Soviet Union's Central Committee...
’s repressions. The end of the 1950s - the beginning of the 1960s was the time of the revival of media education in secondary schools, universities, after-school children centers (Moscow
Moscow
Moscow is the capital, the most populous city, and the most populous federal subject of Russia. The city is a major political, economic, cultural, scientific, religious, financial, educational, and transportation centre of Russia and the continent...
, Saint Petersburg
Saint Petersburg
Saint Petersburg is a city and a federal subject of Russia located on the Neva River at the head of the Gulf of Finland on the Baltic Sea...
, Voronezh
Voronezh
Voronezh is a city in southwestern Russia, the administrative center of Voronezh Oblast. It is located on both sides of the Voronezh River, away from where it flows into the Don. It is an operating center of the Southeastern Railway , as well as the center of the Don Highway...
, Samara
Samara, Russia
Samara , is the sixth largest city in Russia. It is situated in the southeastern part of European Russia at the confluence of the Volga and Samara Rivers. Samara is the administrative center of Samara Oblast. Population: . The metropolitan area of Samara-Tolyatti-Syzran within Samara Oblast...
, Kurgan
Kurgan
Kurgan is the Turkic term for a tumulus; mound of earth and stones raised over a grave or graves, originating with its use in Soviet archaeology, now widely used for tumuli in the context of Eastern European and Central Asian archaeology....
, Tver
Tver
Tver is a city and the administrative center of Tver Oblast, Russia. Population: 403,726 ; 408,903 ;...
, Rostov on Don, Taganrog
Taganrog
Taganrog is a seaport city in Rostov Oblast, Russia, located on the north shore of Taganrog Bay , several kilometers west of the mouth of the Don River. Population: -History of Taganrog:...
, Novosibirsk
Novosibirsk
Novosibirsk is the third-largest city in Russia, after Moscow and Saint Petersburg, and the largest city of Siberia, with a population of 1,473,737 . It is the administrative center of Novosibirsk Oblast as well as of the Siberian Federal District...
, Ekaterinburg, etc.), the revival of media education seminars and conferences for the teachers. During the time when the intensive rethinking of media education approaches was on the upgrade in the Western hemisphere, in Russia of the 1970s–1980s media education was still developing within the aesthetic concept. Among the important achievements of 1970s-1990s one can recall the first official programs of film and media education, published by Ministry of Education, increasing interest of Ph.D. to media education, experimental theoretic and practical work on media education by O.Baranov (Tver), S.Penzin (Voronezh), G.Polichko, U.Rabinovich (Kurgan), Y.Usov (Moscow), Aleksandr Fyodorov
Aleksandr Viktorovich Fyodorov
Alexander Victorovich Fedorov was born November 4, 1954. He completed his Ph.D. dissertation about media education at the Russian Academy of Education ....
(Taganrog), A.Sharikov (Moscow) and others. The important events in media education development in Russia
Russia
Russia or , officially known as both Russia and the Russian Federation , is a country in northern Eurasia. It is a federal semi-presidential republic, comprising 83 federal subjects...
are the registration of the new specialization (since 2002) for the pedagogical universities – ‘Media Education’ (№ 03.13.30), and the launch of a new academic journal ‘Media Education’ (since January 2005), partly sponsored by the ICOS UNESCO
UNESCO
The United Nations Educational, Scientific and Cultural Organization is a specialized agency of the United Nations...
‘Information for All’. Additionally, the Internet sites of Russian Association for Film and Media Education (English and Russian versions) were created. Taking into account the fact that UNESCO defines media education as the priority field of the cultural educational development in the 21st century, media literacy has good prospects in Russia.
Canada
In North AmericaNorth America
North America is a continent wholly within the Northern Hemisphere and almost wholly within the Western Hemisphere. It is also considered a northern subcontinent of the Americas...
, the beginnings of a formalized approach to media literacy as a topic of education is often attributed to the 1978 formation of the Ontario-based Association for Media Literacy (AML). Before that time, instruction in media education was usually the purview of individual teachers and practitioners. Canada
Canada
Canada is a North American country consisting of ten provinces and three territories. Located in the northern part of the continent, it extends from the Atlantic Ocean in the east to the Pacific Ocean in the west, and northward into the Arctic Ocean...
was the first country in North America to require media literacy in the school curriculum. Every province has mandated media education in its curriculum. For example, the new curriculum of Quebec mandates media literacy from Grade 1 until final year of secondary school (Secondary V). The launching of media education in Canada came about for two reasons. One reason was the concern about the pervasiveness of American popular culture and the other was the education system-driven necessity of contexts for new educational paradigms. Canadian communication scholar Marshall McLuhan ignited the North American educational movement for media literacy in the 1950s and 1960s. Two of Canada's leaders in Media Literacy and Media Education are Barry Duncan and John Pungente. Duncan is now retired from classroom teaching but is still active in media education. Pungente is a Jesuit priest who has promoted media literacy since the early 1960s.
Media Awareness Network (MNet), a Canadian non-profit media education organization, hosts a Web site which contains hundreds of free lesson plans to help teachers integrate media into the classroom. MNet also has created award-winning educational games on media education topics, several of which are available free from the site, and has also conducted original research on media issues, most notable the study Young Canadians in a Wired World. MNet also hosts the Talk Media Blog, a regular column on media education issues.
The United States
Media literacy education has been an interest in the United States since the early 20th century, when high school English teachers first started using film to develop students' critical thinking and communication skills. However, media literacy education is distinct from simply using media and technology in the classroom, a distinction that is exemplified by the difference between "teaching with media" and "teaching about media." In the 1950s and 60s, the ‘film grammar’ approach to media literacy education developed in the United States, where educators began to show commercial films to children, having them learn a new terminology consisting of words such as fade, dissolve, truck, pan, zoom, and cut. Films were connected to literature and history. To understand the constructed nature of film, students explored plot development, character, mood and tone. Then, during the 1970s and 1980s, attitudes about mass media and mass culture began to shift. Around the English-speaking world, educators began to realize the need to “guard against our prejudice of thinking of print as the only real medium that the English teacher has a stake in.” A whole generation of educators began to not only acknowledge film and television as new, legitimate forms of expression and communication, but also explored practical ways to promote serious inquiry and analysis—- in higher education, in the family, in schools and in society. Typically, U.S. media literacy education includes a focus on news, advertising, issues of representation, and media ownership. Media literacy competencies can also be cultivated in the home, through activities including co-viewing and discussion.Media literacy education began to appear in state English education curriculum frameworks by the early 1990s as a result of increased awareness in the central role of visual, electronic and digital media in the context of contemporary culture. Nearly all 50 states have language that supports media literacy in state curriculum frameworks. In 2004, Montana developed educational standards around media literacy that students are required to be competent in by grades 4, 8, and 12. Additionally, an increasing number of school districts have begun to develop school-wide programs, elective courses, and other after-school opportunities for media analysis and production.
Media literacy education is now gaining momentum in the United States because of the increased emphasis on 21st century literacy, which now incorporates media and information literacy, collaboration and problem-solving skills, and emphasis on the social responsibilities of communication. More than 600 educators are members of the National Association for Media Literacy Education (NAMLE), a national membership group that hosts a bi-annual conference. In 2009, this group developed an influential policy document, the Core Principles of Media Literacy Education in the United States. It states, "The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world. Principles include: (1) Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create; (2) Media Literacy Education expands the concept of literacy in all forms of media (i.e., reading and writing); (3) Media Literacy Education builds and reinforces skills for learners of all ages. Like print literacy, those skills necessitate integrated, interactive, and repeated practice; (4) Media Literacy Education develops informed, reflective and engaged participants essential for a democratic society; (5) Media Literacy Education recognizes that media are a part of culture and
function as agents of socialization; and (6) Media Literacy Education affirms that people use their individual skills,
beliefs and experiences to construct their own meanings from media messages.
In the United States, various stakeholders struggle over nuances of meaning associated with the conceptualization of the practice on media literacy education. Educational scholars may use the term critical media literacy to emphasize the exploration of power and ideology in media analysis. Other scholars may use terms like new media literacy to emphasize the application of media literacy to user-generated content or 21st century literacy to emphasize the use of technology tools. As far back as 2001, the Action Coalition for Media Education (ACME) split from the main media literacy organization as the result of debate about whether or not the media industry should support the growth of media literacy education in the United States. Renee Hobbs
Renee Hobbs
Renee Hobbs is an American educator, scholar and advocate for media literacy education. She is Professor in the Department of Broadcasting, Telecommunications and Mass Media at Temple University's School of Communications and Theater, where she founded the Media Education Lab...
of Temple University in Philadelphia wrote about this general question as one of the "Seven Great Debates" in media literacy education in an influential 1998 Journal of Communication article.
The media industry has supported media literacy education in the United States. Make Media Matter is one of the many blogs (an “interactive forum”) the Independent Film Channel features as a way for individuals to assess the role media plays in society and the world. The television program, The Media Project, offers a critical look at the state of news media in contemporary society. During the 1990s, the Discovery Channel supported the implementation of Assignment: Media Literacy, a statewide educational initiative for K-12 students developed in collaboration with the Maryland State Board of Education.
Because of the decentralized nature of the education system in a country with 70 million children now in public or private schools, media literacy education develops as the result of groups of advocates in school districts, states or regions who lobby for its inclusion in the curriculum. There is no central authority making nationwide curriculum recommendations and each of the fifty states has numerous school districts, each of which operates with a great degree of independence from one another. However, most U.S. states include media literacy in health education, with an emphasis on understanding environmental influences on health decision-making. Tobacco and alcohol advertising are frequently targeted as objects for "deconstruction, " which is one of the instructional methods of media literacy education. This resulted from an emphasis on media literacy generated by the Clinton White House. The Office of National Drug Control Policy (ONDCP) held a series of conferences in 1996 and 1997 which brought greater awareness of media literacy education as a promising practice in health and substance abuse prevention education. The medical and public health community now recognizes the media as a cultural environmental influence on health and sees media literacy education as a strategy to support the development of healthy behavior.
Interdisciplinary scholarship in media literacy education is emerging. In 2009, a scholarly journal was launched, the Journal of Media Literacy Education, to support the work of scholars and practitioners in the field. Universities such as Appalachian State University
Appalachian State University
Appalachian State University is a comprehensive , public, coeducational university located in Boone, North Carolina, United States. Appalachian State, also referred to as Appalachian, App State, or simply App, is the sixth largest institution in the University of North Carolina system...
, Columbia University
Columbia University
Columbia University in the City of New York is a private, Ivy League university in Manhattan, New York City. Columbia is the oldest institution of higher learning in the state of New York, the fifth oldest in the United States, and one of the country's nine Colonial Colleges founded before the...
, Ithaca College
Ithaca College
Ithaca College is a private college located on the South Hill of Ithaca, New York. The school was founded by William Egbert in 1892 as a conservatory of music. The college has a strong liberal arts core, but also offers several pre-professional programs and some graduate programs. The college is...
, New York University
New York University
New York University is a private, nonsectarian research university based in New York City. NYU's main campus is situated in the Greenwich Village section of Manhattan...
, the University of Texas-Austin, Temple University
Temple University
Temple University is a comprehensive public research university in Philadelphia, Pennsylvania, United States. Originally founded in 1884 by Dr. Russell Conwell, Temple University is among the nation's largest providers of professional education and prepares the largest body of professional...
, and the University of Maryland
University of Maryland
When the term "University of Maryland" is used without any qualification, it generally refers to the University of Maryland, College Park.University of Maryland may refer to the following:...
offer courses and summer institutes in media literacy for pre-service teachers and graduate students. Brigham Young University
Brigham Young University
Brigham Young University is a private university located in Provo, Utah. It is owned and operated by The Church of Jesus Christ of Latter-day Saints , and is the United States' largest religious university and third-largest private university.Approximately 98% of the university's 34,000 students...
offers a graduate program in media education specifically for inservice teachers. The Salzburg Academy for Media and Global Change is another institution that educates students and professionals from around the world the importance of being literate about the media.
See also
- DiscourseDiscourseDiscourse generally refers to "written or spoken communication". The following are three more specific definitions:...
- Information and media literacyInformation and media literacyInformation and Media Literacy is one of the essential capacities that enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right.Prior to the 1990s, the...
- Information literacyInformation literacyThe National Forum on Information Literacy defines information literacy as “...the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.” This is the most common definition; however,...
- IntertextualityIntertextualityIntertextuality is the shaping of texts' meanings by other texts. It can include an author’s borrowing and transformation of a prior text or to a reader’s referencing of one text in reading another. The term “intertextuality” has, itself, been borrowed and transformed many times since it was coined...
- MultiliteracyMultiliteracyMultiliteracies is a term coined by the New London Group. Because the way people communicate is changing due to new technologies, and shifts in the usage of the English language within different cultures, a new "literacy" must also be used and developed....
- Postliterate societyPostliterate societyA postliterate society is a hypothetical society in which multimedia technology has advanced to the point where literacy, the ability to read or write, is no longer necessary or common. The term appears as early as 1962 in Marshall McLuhan's The Gutenberg Galaxy...
- TransmediationTransmediation“Transmediation” can refer to the process though which individuals select and translate data to represent it in new media forms. It may utilize more than one media form. All the components of a transmediated work are interlinked with each other to form the whole network...
- Visual literacyVisual literacyVisual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image. Visual literacy is based on the idea that pictures can be “read” and that meaning can be communicated through a process of reading....
Books
- Fedorov, Alexander. Media Education and Media Literacy LAP Lambert Academic Publishing, 364 p.
External links
- Audiovisual and Media Policies - Media Literacy at the European Commission
- Center for Media Literacy - providing the CML MediaLit Kit with Five Core Concepts and Five Key Questions of media literacy
- Information Literacy and Media Education
- National Association for Media Literacy Education
- Project Look Sharp - an initiative of Ithaca College to provide materials, training and support for the effective integration of media literacy with critical thinking into classroom curricula at all education levels.
- Media Education Lab at Temple University - Improves the practices of digital and media literacy education through scholarship and community service